HISTORY  OF  THE 
UNIVERSITY  OF  ARKANSAS. 


Copyright,  1910,  By 
University  of  Arkansas 


HISTORY 


OF  THE 


University  of  Arkansas 


By 

JOHN   HUGH   REYNOLDS 

Professor  of  History  and  Political  Science 


DAVID  YANCEY  THOMAS 

Associate  Professor  of  History  and  Political  Science 

University  of  Arkansas 


FAYETTE VILLE 

UNIVERSITY    OF    ARKANSAS 

1910 


-5 


y1^ 


'i> 


y(^J^   il-t^-'l   ^''     '  ■^'^'-^ 


ERRATA 


PAGE 

9(). 


In  line  2  read  Demmler.     Same  elsewhere 
111,     In  line  29  read  Edmiston.     Same  elsewhere. 
151.     In  line  31  read  Hornor.     Same  elsewhere. 
172.     In  line  15  read  Reinhard;   in  line  18  Armistead.     Same 

elsewhere. 
198.     In  line  30  read  florescence. 
208.     In  line  9  read  douceur. 
242.     In  line  34  read  Pickel. 
256.     In  line  4  read  Burnell. 
317.     In  line  18  for  murals  read  mammals. 
381.    ,In  line  34  for  1903  read  1897. 
433.     In  line  27  for  awarded  read  appointed. 
470.     In  line  32  for  education  read  experiment  station. 
477.     Lines  10  and  11  should  be  reversed. 
486.     Line  31  should  read  as  follows:     property.      He  was  a 

member  of  the  Knights  of  Honor  and  a  devout 
495.     In  Hne  16  for  1877  read  1876. 
497.     In  line  30  for  Antony  read  Anthony. 
.507.     In  line  1  for  1872  read  1873. 
515.     In  line  26  for  Fourth  read  Fourche. 
532.     In  line  16  read  William  George. 
.533.     In  line  27  omit   sentence   beginning   with   "During  his 

services" 
534.     Line  5  should  read  as  follows:     cultural  Science,  and  of 

the  Indiana  Academy  of  Science.    He  was  vice-president 

of  the 
In  line  7  for  vice-president  read  member. 
In  line  8  omit  1896. 

In  line  9  for  president  read  vice-president. 
To  line  10  add :  He  was  a  member  of  the  Beta  Theta  Pi 

and  of  the  honorary  scientific  society,  Sigma  Xi. 
In  line  32  read  Miss  Mary  Stanley  Newman. 
•537.     In  line  33  for  1886  read  1866. 

539.     In  line  3  and  under  picture  for  Birton  read  Burton. 
549.     Ifi  column  2,  line  1  read  Barrows. 

551.  In  column  1,  line  11  read  Dunn,  B.  J.;  line  22,  Edwards, 

Howard. 

552.  In  column  1 ,  line  7  read  Hardiway,  R.  E. ;  mentioned,  263. 

553.  In  column  2,  line  6  read  Pace,  Ada,  315;  line  13,  Menke; 

line  36,  Reagan,  Hugh. 

554.  In  column  1 ,  line  4  read  Rose,  Lewis,  254 ;  line  13,  Schapper. 


CONTENTS 

CHAPTER  PAGE 

I.  Early  Schools  in  Arkansas 11 

II.  The  Seminary  Land  Grant 21 

III.  The  Land  Grant  Act  of  1862 33 

IV.  Organic  Act  of  the  University 43 

V.  Location  and  Organization  of  the  University 57 

VI.  Administration  of  the  Endowment 77 

VII.  Administrations  of  Presidents  Gates  and  Bishop  . .     93 

VIII.  Administration  of  President  Hill Ill 

IX.  Administration  of  President  Edgar 129 

X.  Administration  of  President  Murfee 139 

XL  Administration  of  President  Buchanan 149 

XII.  Administration  of  President  Hartzog 159 

XIII.  Administration  of  President  Tillman 169 

XIV.  College  OF  Arts  AND  Sciences — 

I.  Entrance  Requirements 185 

II.  Courses  of  Study 196 

III.  Departments  of  Instruction 211 

XV.  College  of  Engineering  — 

I.  Courses  of  Study 257 

II.  Departments  of  Instruction 263 

XVI.  College  of  Agriculture  — 

I.  Organization  and  Courses  of  Study 267 

II.  Departments  of  Instruction 277 

III.  The  Experiment  Station 283 

XVI I.  Professional  Schools  — 

I.  The  Medical  School 295 

II.  The  Law  School 296 


432573 


8  CONTENTS 

CHAPTER  PAGE 

XVIII.  The  Branch  Normal  — 

I.  Foundation 290 

II.  Maintenance 303 

III.  Teaching  Force 305 

IV.  Requirements  for  Admission 307 

V.  Courses  of  Study 309 

VI.  Attendance 311 

XIX.  Library,  Museum,  and  Laboratories 313 

XX.  Student  Activities  — 

1.  Literary  Societies 325 

2.  Intercollegiate  Debates 328 

3.  Clubs 329 

4.  Publications 331 

5.  Prizes 333 

6.  The  Honor  System 335 

7.  Greek  Letter  Fraternities 335 

8.  Christian  Associations 342 

9.  Athletics 343 

10.  Student  Customs 345 

11.  The  University  Song 347 

12.  The  Dormitories 348 

XXI.  Sketches  of  Trustees  and  Faculty  — 

I.  Trustees  Ex-Ofificio 351 

II.  Trustees  by  Appointment 369 

III.  The  Presidents 421 

IV.  The  Faculty 437 

Appendix  — 

Table     I.  Shows  Attendance  by  Sex 540 

"       II.  Shows  Number  of  Freshmen    that  came  through 

Preparatory  Department 541 

"     III.  Shows    Number  of   Seniors    that   came    through 

Preparatory  Department 542 

"     IV.  Shows  Number  of  Undergraduate  Degrees  Con- 
ferred by  Years 543 

"       V.  Shows  Number  of  Candidates  for  Degrees  by  Years  544 

Diagram  Showing  Growth  in  Attendance 547 

Index 549 


LIST  OF  ILLUSTRATIONS 

University  Hall 4 

Arkansas  College  10 

Dress  Parade 32 

Original  Building,  University  of  Arkansas,  1872 76 

University  Hall no 

Hill  Hall 128 

Buchanan  Hall 138 

Infirmary 158 

Gray  Hall  168 

Carnall  Hall 184 

Agricultural  Buildings  and  Ground 212 

View  Looking  East  from  University  Hall 230 

Chemistry  Building  241 

Engineering  Hall 262 

Experiment  Station  Building 284 

Inspection    298 

University   Shops 306 

Engineers  in  Camp,  Engineers'  Day '. 312 

Arkansas-Oklahoma,  1909  324 

Agricultural  Building   332 

Dairy  Building 338 

Green  House 344 


CHAPTER  I. 


EARLY  SCHOOLS  IX  ARKANSAS. 


As  the  University  of  Arkansas  is  at  the  head  of  the  public  school 
system  of  the  State,  a  brief  sketch  of  the  early  educational  conditions, 
of  the  rise  of  the  public  school  system,  and  of  antebellum  academies 
and  colleges  of  the  State  will  afford  a  good  background  for  a  history 
of  the  institution. 

The  People. 

The  white  population  of  Arkansas  for  the  first  half  of  the  19th 
century  came  from  two  sources — the  French  and  the  Anglo-Saxon. 
The  French  settlers  came  from  Canada  and  Louisiana,  while  the 
Anglo-Saxon,  the  main  element,  came  from  the  states  east  of  the 
Mississippi  River.  In  the  educational  history  of  Arkansas  the  French 
have  contributed  practically  nothing.  It  is  an  event  of  academic  rather 
than  of  practical  interest  that  three  years  after  De  Tonti  founded 
Arkansas  Post,  he  bestowed  upon  the  church  several  thousand  acres 
of  land  near  the  post,  and  among  other  things  prescribed  that  the 
missionary  there  should  instruct  the  natives  in  agriculture.  But  what 
appears  on  paper  as  an  auspicious  beginning  is  no  index  to  the  later 
educational  work  of  the  French.  The  priests  continued  to  instruct 
the  natives  more  or  less  in  religion ;  yet  the  French  have  played  an 
inconspicuous  and  relatively  unimportant  part  in  Arkansas  history. 
While  a  few  of  them  were  here  all  during  the  18th  century,  they  did 
almost  nothing  to  develop  the  country.  In  point  of  blood  the  French 
element  in  our  people  is  insignificant;  in  point  of  influence  on  our 
civilization,  negligible.  Instead  of  lifting  the  Indians  to  their  level, 
they  too  often  took  on  the  habits  of  the  natives.  Even  as  late  as  1799 
the  white  population  of  Arkansas  was  only  368.  Hence,  in  the  educa- 
tional history  of  Arkansas,  the  only  factor  to  be  considered  is  the 
Anglo-Saxon. 

Of  the  Anglo-Saxon  settlers  little  needs  to  be  said.  They  were 
similar  in  character  to  the  frontier  settlers  of  most  American  states. 
They  came  from  the  older  states  seeking  a  virgin  soil.  They  had  all 
of  the  qualities  characteristic  of  American  pioneers.  Unlike  the  French 


12  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

they  liked  country  life,  and  opened  and  cultivated  isolated  farms. 
They  were  inured  to  hardships  and  bravely  suffered  the  privations 
and  hardships  of  frontier  life — dangers,  isolation,  felling  the  forests 
and  tilling  the  soil,  almost  no  trade  nor  cultural  relations  with  the 
outside  world,  a  "hog  and  hominy"  life.  After  the  first  decade  of  the 
19th  century  the  white  population  grew  rapidly  enough.  In  1810  they 
numbered  1,062;  in  1820,  14,255;  in  1830,  30,388;  in  1835,  52,241.  In 
1819  the  most  important  settlements,  scattered  over  the  territory  and 
separated  by  wide  stretches  of  wild  forests,  were  Arkansas  Post,  Pine 
Bluff,  Benton,  Cadron,  Fort  Smith,  Hot  Springs,  Davidsonville,  Little 
Rock,  Pyattstown,  and  Pecannerie.  Of  course  people  under  the 
conditions  described  are  more  absorbed  in  solving  the  problems  of 
physical  existence  than  in  planting  schools  and  founding  universities. 

Private  Schools. 

Up  until  after  the  Civil  War  the  private  school  was  the  prevailing 
type  in  the  educational  economy  of  Arkansas.  Indeed,  frontier 
conditions  prevailed  here  until  the  fifth  decade  of  the  last  century. 
There  were  no  schools  of  any  kind  until  the  second  decade,  and 
scarcely  any  until  the  third.  The  educational  advantages  in  the  early 
days  were  poor  in  the  extreme.  There  was  no  money  with  which  to 
establish  and  maintain  schools,  and,  moreover,  the  country  was 
sparsely  settled,  the  population  in  1819  being  only  one  person  to 
every  four  square  miles,  and  indeed,  as  late  as  1836,  less  than  one 
to  the  square  mile.  Education,  therefore,  was  left  almost  exclusively 
to  private  effort.  The  teacher  canvassed  the  community  with  his 
"articles,"  as  the  paper  setting  forth  the  terms  of  the  school  was  called, 
and  the  people  subscriljed  "scholars"  at  one  or  more  dollars  each  per 
month.  The  teacher  "boarded  around"  among  the  patrons  as  part 
pay.  Owing  to  the  scarcity  of  money  it  was  frequently  stipulated  in 
the  contract  that  he  was  to  be  paid  in  meat,  pork,  sugar,  coffee,  or 
other  produce.  The  preacher,  considered  an  authority  on  all  subjects, 
often  taught  these  frontier  schools.  The  course  of  study  consisted 
of  the  three  R's — Reading,  'Riting  and  'Rithmetic.  The  geography 
of  the  United  States  sometimes  found  its  way  into  these  forest  schools, 
as  Schoolcraft  calls  them.  The  all-important  text-book,  however, 
was  Webster's  "Blue  Back  Speller,"  which  served  both  as  a  reader 
and  a  speller.    Friday  afternoons  were  given  over  to  spelling  matches. 


EARLY  SCHOOLS  IN  ARKANSAS  13 

The  neighborhood  spelling  bee  often  grew  out  of  these  Friday  after- 
noon contests.  The  people  for  miles  around  gathered  at  the  school 
house  Saturda}'  night.  Sides  were  chosen,  two  rows  faced  each  other, 
interest  ran  high  as  the  lines  thinned,  and  loud  was  the  applause  that 
greeted  the  victor.  He  became  the  hero  of  the  neighborhood.  The 
old  log  school  house  was  typical.  It  served  alike  for  church,  school 
and  court.  It  consisted  of  one  large  room  with  a  door  at  one  end  or 
side  and  a  chimney  at  the  other.  The  window  was  a  hole  two  or  three 
feet  square  cut  in  the  wall.  A  plank  pushed  between  two  logs  of  the 
wall  served  as  a  desk,  while  the  benches  were  split  logs  supported  on 
wooden  pegs.  Such  is  a  description  of  the  frontier  schools.  Crude 
as  they  were,  many  isolated  settlers  did  not  enjoy  the  advantages  of 
even  such  schools. 

Public  Schools  Before  the  Civil  War. 

When  Arkansas  was  made  a  territory,  there  was  on  the  part  of 
the  government  no  organized  effort  at  education.  Doubtless  a  few 
private  schools  had  been  taught  in  the  more  populous  neighborhoods. 
Arkansas,  in  common  with  other  western  states,  fell  heir  to  the  16th 
section  of  each  township  for  common  schools.  The  condition  on  which 
congress  granted  these  lands  to  Arkansas  was  that  each  16th  section 
should  be  an  endowment  for  the  schools  of  the  township  in  which  it 
was  located.  The  grant  was  not  made  as  a  whole  to  the  State  to  be 
administered  in  the  interest  of  the  common  schools  of  the  State  in 
general.  The  lawmakers  took  no  notice  of  this  grant  until  November 
21,  1829,  when  they  authorized  the  county  court,  on  the  petition  of  the 
people  of  a  given  township,  to  appoint  a  trustee  of  the  school  lands. 
The  act  made  it  the  duty  of  the  trustee  to  preserve  said  lands  and  to 
lease  them  for  a  period  not  to  exceed  five  years  at  a  time.  It  made 
it  the  duty  of  the  count}'  court  to  apply  the  rents  derived  from  these 
leases  to  meeting  the  expenses  of  running  a  school  or  schools  in  the 
township.  As  no  appropriation  was  made  to  supplement  the  16th 
section  funds,  nothing  of  consequence  came  of  the  act.  During  the 
territorial  days  there  were  probably  no  public  schools  at  all. 

In  1836  Arkansas  was  admitted  into  the  Union.  The  framers  of 
the  state  constitution  professed  great  devotion  to  education,  declared 
it  necessary  to  the  perpetuity  of  free  institutions,  and  made  it  the  duty 
of  the  general  assembly  to  provide  for  a  judicious  administration  of 


14  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

the  federal  land  grants  for  school  purposes.  It  does  not  seem  to  have 
occurred  to  them  that  the  16th  section  was  an  inadequate  endowment, 
and  that  to  provide  efficient  schools  it  would  be  necessary  to  supple- 
ment it  by  a  local  tax  levy  or  by  state  appropriations.  Arkansas'  first 
state  governor,  James  S.  Conway,  in  his  inaugural  address  in  1836  and 
in  subsequent  messages,  urged  upon  the  general  assembly  a  system  of 
public  schools.  He  reminded  the  legislators  that  the  State  must  rest 
upon  the  understanding  and  reverence  of  the  people,  that  the  establish- 
ment of  institutions  of  learning  on  a  liberal  scale  would  give  to  the 
State  a  dignified  place  in  the  sisterhood  of  commonwealths,  and  that 
Arkansas  had  ample  means  for  founding  and  maintaining  a  public 
school  system  and  a  university.  The  governor  certainly  overestimated 
the  value  of  the  land  grants  or  underestimated  the  cost  of  a  thorough 
system  of  schools.  However,  he  deserves  well  at  our  hands  because 
of  his  strong  utterances. 

Act  of  1843. — By  1837  the  general  assembly  was  convinced  that 
the  rents  on  the  16th  section  would  not  adequately  support  a  school 
in  each  township,  and  therefore  passed  a  resolution,  memorializing 
Congress  to  authorize  the  State  to  sell  her  school  lands  and  to  use  the 
interest  for  school  purposes.  In  1843  Congress  granted  this  request 
by  authorizing  the  general  assembly  to  sell  all  school  lands  granted 
by  the  general  government,  to  invest  the  money  derived  from  said 
sales  in  productive  funds,  and  apply  the  proceeds  of  said  loans  to  the 
support  of  schools  in  the  townships  for  which  they  were  reserved. 
The  consent  of  the  people  of  each  township  was  made  a  condition 
precedent  to  such  sales.  The  act  was  careful  to  charge  the  legislature 
with  the  duty  of  safeguarding  the  grants  against  injury  or  waste. 
Congress  seems  to  have  labored  under  the  impression  that  the  rent 
of  the  16th  section  or  the  interest  on  the  proceeds  of  its  sale  would 
be  sufficient  to  maintain  a  school  in  each  township,  for  the  act  of  1843 
provided  that  in  the  event  the  income  in  any  case  was  insufficient  to 
run  the  school,  the  legislature  was  directed  to  invest  the  same  in 
productive  securities  until  the  proceeds  of  the  funds  belonging  to  said 
township  was  sufficient  to  maintain  permanently  the  school  or  schools 
of  the  township. 

This  act  of  Congress  gave  to  the  legislature  plenary  power  respect- 
ing the  school  lands.  Heretofore  the  legislature  could  provide  merely 
for  leasing  them.    The  State  exercised  all  the  rights  conferred  by  the 


EARLY  SCHOOLS  IN  ARKANSAS.  15 

act  and  provided  for  the  sale  of  the  lands.  It  can  not  be  said,  however, 
that  the  administration  of  the  trust  was  wise.  In  his  message  of  1843 
Governor  Yell  pressed  the  cause  of  education  upon  the  attention  of 
the  general  assembly,  suggested  that  the  law  of  self-preservation  was 
a  sufficient  incentive  to  induce  us  to  lay  a  broad  foundation  for 
universal  education,  and  urged  that  the  subject  be  no  longer  neglected, 
adding,  as  did  Governor  Conway,  that  the  State  had  "ample  means 
in  the  form  of  land  grants  for  common  schools,  as  well  as  colleges  and 
universities." 

Upon  this  recommendation  the  general  assembly  enacted  in  1843 
the  first  comprehensive  school  law  in  Arkansas.  The  act  provided 
that  on  the  prayer  of  the  people  of  any  township  where  there  were 
five  families  and  fifteen  white  children,  the  county  court  should  order 
an  election  in  said  township  for  the  selection  of  a  commissioner  for 
a  term  of  two  years,  who  should  be  charged  with  the  duty  of  selling 
the  16th  section,  and  three  trustees  who  should  have  supervision  of 
the  schools.  The  commissioner  was  directed  to  sell  the  16th  section 
on  ten  years'  credit  at  not  less  than  $2.00  per  acre.  The  trustees  were 
authorized  to  build  school  houses,  to  employ  teachers,  and  were 
required  to  keep  a  school  or  schools  open  four  months  each  year  taught 
by  a  competent  teacher.  Instruction  was  "to  be  given  in  orthography, 
reading,  writing,  English  grammar,  geography,  arithmetic,  and  good 
morals."  The  commissioner  and  the  trustees  were  authorized  to 
receive  donations  and  subscriptions  to  supplement  the  income  from 
the  16th  section.  In  taking  the  annual  school  census  the  trustees  were 
directed  to  ascertain  the  amount  subscribed  for  each  pupil,  the  number 
for  whom  there  was  no  subscription  and  who  were  unable  to  subscribe. 
The  township  was  required  to  pay  the  tuition  and  furnish  the  books 
of  indigent  children.  One  thousand  dollars  were  appropriated  for  the 
purchase  of  books.  The  law  illustrates  well  the  prevailing  view  of 
public  schools ;  in  fact,  it  represents  the  best  thought  of  the  State 
regarding  a  public  school  system  before  the  war.  There  is  no  thought 
of  public  taxation  as  a  basis  of  public  education.  Schools  were  to  be 
supported  jointly  by  private  subscription  and  by  the  income  from  the 
16th  section  fund.  The  State  had  no  duties  in  the  premises  except 
administration.  i 

Act  of  1849. — The  law  of  1843  was  disappointing,  if  its  friends 
hoped  that  it  would  provide  a  system  of  schools.     Six  years  before  its 


16  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

passage  Governor  Conway  had  said  that  Arkansas  was  almost  destitute 
of  common  schools,  and  three  years  after  its  passage  Governor  Drew 
could  as  truthfully  say  that  the  State  had  not  carried  into  execution 
the  plan  for  schools  heretofore  outlined,  nor  did  he  think  it  could  do 
so  in  the  absence  of  means.  The  law  makers,  however,  were  not  to 
be  discouraged.  They  attacked  the  problem  again.  This  was  January 
5,  1849.  The  occasion  was  two  acts  of  Congress,  one  July  29.  1846, 
allowing  Arkansas  to  divert  the  seminary  land  fund  to  the  support 
of  common  schools,  and  the  other,  March  3,  1847,  authorizing  the 
general  assembly  to  sell  the  saline  lands  donated  by  the  general 
government  to  the  State.  Whereupon  the  general  assembly  completely 
re-wrote  the  school  law.  The  act  provides  that  the  funds  derived 
from  the  sale  of  the  seminary  and  the  saline  lands  shall  be  divided 
among  the  counties  in  proportion  to  the  school  census  for  common 
school  purposes,  that  said  fund  shall  be  a  perpetual  endowment  for 
the  schools  of  the  county,  that  the  county  treasurer  shall  loan  it  upon 
good  security  at  not  exceeding  ten  per  cent,  and  shall  distribute  the 
income  thereon  among  the  districts  on  the  basis  of  school  population. 
The  political  township  was  made  the  unit  of  local  school  organization. 
It  was  made  the  duty  of  the  county  judge  to  require  every  two  years 
on  the  first  Monday  in  May  some  justice  of  the  peace  in  each  township 
to  hold  an  election  at  which  the  votes  of  each  district  should  elect 
three  trustees,  whose  duties  were  those  usual  to  such  officers,  such  as 
taking  the  school  census,  employment  of  teachers,  issuing  warrants, 
and  supervising  the  school.  No  school  funds  were  to  be  expended  for 
books,  maps,  or  stationery.  To  carry  out  its  provisions  the  act 
appropriated  $250,000  from  the  seminary  and  the  saline  land  funds  to 
be  paid  out  as  the  money  accrued  from  sales.  The  general  assembly 
might  have  appropriated  a  million  dollars  as  well,  for  nothing  like  the 
appropriation  made  ever  came  into  the  treasury  from  these  sources 
to  be  distributed.  The  legislators  were  still  groping  in  the  dark; 
they  had  not  yet  learned  that  prime  fact  in  public  education,  namely, 
that  it  must  rest  for  its  support  upon  public  taxation. 

Educational  statistics  do  not  show  that  the  legislation  of  1849  was 
productive  of  much  better  results  than  that  of  1843.  The  secretary  of 
state,  by  reason  of  his  office,  was  commissioner  of  schools.  In  1854 
David  Greer,  acting  commissioner,  made  his  first  report.  Many 
counties  had  sent  in  no  reports ;  he  was  of  opinion  that  some  counties 


EARLY  SCHOOLS  IN  ARKANSAS.  17 

had  no  school  organization  whatever.  He  said  that  the  schools  of  the 
State  presented  a  gloomy  picture.  However,  he  was  not  discouraged 
and  advised  the  creation  of  the  office  of  state  superintendent  of  schools. 
The  school  fund  in  the  hands  of  the  commissioners  from  twenty-seven 
counties  reporting  was  $155,544.02,  the  amount  per  county  varying 
from  $600  in  Van  Buren  County  to  $22,000  in  Union  County.  The 
number  of  schools  reported  in  the  twenty-seven  counties  varied  from 
one  to  twenty-two.  Chicot  County  reported  one  school  with  two 
teachers,  and  a  salary  expenditure  of  $1,800,  while  Jackson  County 
reported  twenty-two  schools  with  500  pupils,  and  $4,062  for  salaries. 
The  census  of  1860  shows  652  common  schools  in  forty  counties,  there 
being  no  reports  from  twelve  counties.  The  number  of  schools  varied 
from  two  in  Yell  to  fifty-seven  in  Washington.  For  the  year  1859-60 
the  report  for  Crawford  County  shows  ten  schools,  an  enumeration 
of  2,470,  total  receipts  of  $7,706.02,  $1,431.72  of  which  was  derived 
from  the  county  fund,  $143.30  from  the  State,  and  $6,131  from 
township  funds.  An  average  of  $27.00  per  month  was  paid  to  the  ten 
teachers,  only  one  of  whom  was  a  woman. 

These  facts  show  that  the  efforts  at  public  education  before  the 
war  were  all  but  failures.  Frequent  complaints  were  heard  from 
public  officials.  Besides  those  already  referred  to.  Governor  Elias 
Conway  in  1854  said  that  there  were  but  few  common  schools  in 
operation  because  of  a  lack  of  means.  For  the  purpose  of  strengthen- 
ing the  schools,  he  advised  that  the  general  assembly  authorize  the 
county  court  to  appropriate  the  poll  tax  for  school  purposes.  Mr. 
Greer,  the  acting  commissioner,  in  1856  said  with  emphasis  that  the 
school  lands  were  being  sacrificed  daily  by  a  combination  of  interested 
persons.  Two  years  later  he  recurs  to  the  same  subject  and  complains 
that  the  commissioners  are  ignoring  the  plain  provisions  of  the  law 
in  selling  schools  lands,  and  attributes  to  this  fact  the  failure  of  the 
school  system  rather  than  to  its  intrinsic  defects. 

Public  Schools  After  the  War. 

The  war  practically  stopped  all  educational  work  in  the  State. 
By  the  close  of  1863  the  Federals  had  gained  control  of  over  half  of 
Arkansas,  and  under  President  Lincoln's  plan  of  reconstruction  a 
new  constitution  was  framed  and  adopted  early  in  the  following 
year.    Isaac  Murphy  was  elected  governor.    He  was  a  teacher  and  a 


18  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

friend  of  public  education.  In  his  address  to  the  people  of  the  State 
May  10,  1865,  and  in  his  message  of  November  8,  1866,  he  strongly 
urged  upon  the  general  assembly  the  establishment  of  a  system  of 
common  schools.  He  had  a  clear  grasp  of  the  situation,  for  he 
reminded  the  people  that  if  they  had  free  schools  they  must  pay 
for  them,  that  is,  support  them  by  taxation.  He  told  them  bluntly 
that  they  were  not  to  look  to  the  land  grants  of  the  general  govern- 
ment as  a  basis  of  support  for  their  schools.  He  even  went  further 
and  said  that  these  land  bounties  of  the  general  government  had 
been  of  little  service  to  the  cause  of  education.  It  is  extremely 
doubtful  if  they  did  not  even  injure  the  cause  in  Arkansas  by  leading 
the  people  to  depend  upon  them  instead  upon  taxation.  Indeed, 
Governor  Murphy  was  our  first  educational  statesman.  Other 
governors  and  legislators  had  been  friendly  to  the  cause,  but  they 
had  failed  to  grasp  the  basic  principle  underlying  public  schools. 
The  general  assembly  acted  upon  the  governor's  advice  and 
passed  the  act  of  1867,  which  reorganized  the  schools  and  laid  the 
basis  of  the  present  system.  Schools  were  to  be  supported  by  a 
two  mill  state  tax  and  the  income  from  the  permanent  school  fund. 
The  law  created  a  complete  educational  machinery — a  state 
superintendent  of  public  instruction,  county  commissioners  and 
district  trustees.  The  first  tax  levy  under  this  law  yielded  $64,875.32, 
However,  the  law  was  scarcely  allowed  to  go  into  operation.  The 
carpet  bag  government  brought  into  existence  by  the  reconstruction 
acts  of  Congress  overthrew  the  Murphy  government  and  with  it  the 
school  law  of  1867.  The  carpet  bag  constitution  of  1868  indulged 
in  platitudes  on  the  subject  of  education,  made  it  the  duty  of  the 
general  assembly  to  maintain  a  system  of  free  schools,  created  the 
office  of  superintendent  of  public  instruction,  and  provided  that  the 
revenue  of  the  schools  should  consist  of  the  interest  on  the  permanent 
school  fund,  a  per  capita  tax  of  $1.00,  and  such  of  the  regular  revenue 
as  might  be  needed.  The  general  assembly  was  authorized  to 
provide  for  a  local  county  or  district  levy,  where  the  State's  funds 
might  be  inadequate.  The  legislature  of  1868,  in  keeping  with  the 
educational  provisions  of  the  constitution,  created  the  necessary 
machinery  for  a  public  school  system,  such  as  superintendent  of 
public  instruction,  a  state  board  of  education,  circuit  and  county 
superintendents,    districts    and    trustees.      The    two    races    were    ta 


EARLY  SCHOOLS  IN  ARKANSAS.  19 

receive  their  education  in  separate  schools.  The  stormy  days  of 
reconstruction  were  not  favorable  for  the  operation  of  the  law. 
The  first  apportionment  of  revenue  was  in  1870.  The  State  was  on 
a  scrip  basis  and  this  depreciated  so  that  the  funds  were  entirely 
inadequate  to  meet  the  educational  demands  of  the  people.  In  1874 
a  revolution  in  state  affairs  swept  away  the  carpet  bag  government, 
promulgated  the  present  constitution,  and  in  1875  the  general  assembly 
passed  an  act  organizing  the  present  common  school  system,  providing 
for  a  superintendent  of  public  instruction,  the  present  district  system, 
county  examiners,  and  revenue  to  be  derived  from  the  following 
sources :  two  mill  state  tax,  increased  in  1907  to  three  mills ;  $1.00  poll 
tax,  and  five  mill  local  district  levy,  increased  in  1907  to  seven  mills. 
By  this  time  the  State  had  discovered  the  basic  principles  underlying 
the  public  school  system,  and  the  later  educational  histor}-  of  the 
State  is  merely  a  story  of  the  application  of  these  principles.  For 
many  years  the  schools  were  embarrassed  for  lack  of  funds  on  account 
of  the  poverty  of  the  State  after  the  war  and  reconstruction. 

Academies  and  Colleges. 

Perhaps  the  most  typical  school  before  the  war  was  the  academy. 
Arkansas  had  neither  a  public  high  school  nor  a  university.  Many 
private  academies  supported  by  tuition  fees  flourished  in  all  parts  of 
the  State.  Thirteen  were  chartered  by  the  legislature  in  1859  and  nine 
in  January,  1861.  The  principals  were  usually  college  graduates;  they 
did  a  high  grade  of  work,  emphasizing  culture  and  character  building. 
Greek,  Latin  and  mathematics  were  the  chief  subjects  in  the  course 
of  study.  Some  of  these  schools  built  up  a  wide  reputation  and  drew 
students  from  all  sections.  They  educated  many  men  who  later  played 
prominent  parts  in  the  affairs  of  the  State.  Batesville,  Fayetteville, 
Little  Rock,  Rocky  Comfort,  Spring  Hill,  Sylvania,  Fort  Smith, 
Washington,  Tulip  and  Princeton  were  seats  of  strong  academies. 
Prior  to  the  foundation  of  the  University  of  Arkansas  there  were  not 
many  institutions  of  college  grade  in  the  State.  Quite  a  number 
of  seminaries  and  institutes  were  incorporated,  but  they  were  little 
more  than  academies.  The  institutions  that  attained  highest  rank 
were  St.  John's  College  at  Little  Rock,  Cane  Hill  College  at  Cane 
Hill,  and  Arkansas  College  at  Fayetteville.  St.  John's  College  was 
chartered  in  1850  as  a  Masonic  institution.     The  school  emphasized 


20  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

the  teaching  profession  by  imposing  an  obligation  of  honor  upon  all 
of  its  graduates  receiving  gratuitous  instruction  to  teach  in  the  schools 
of  the  State  at  least  two  years  after  graduation.  Just  before  the  war 
it  was  conducted  as  a  military  school.  The  war  compelled  it  to 
suspend  operations.  In  1869  it  was  reorganized,  presided  over  by 
Prof.  O.  C.  Gray,  later  a  member  of  the  faculty  of  the  University. 
Prof.  W.  C.  Parham  taught  the  languages.  After  the  Brooks-Baxter 
war  Rev.  A.  R.  Winfield  became  its  president,  and  in  1879  Prof.  R.  H. 
Parham  took  his  place.  It  later  passed  out  of  existence.  In  1852 
Cane  Hill  College  was  organized  with  the  degree-conferring  power. 
Its  first  president  was  Robert  F.  King.  He  was  succeeded  by  F.  R. 
Earl,  who  served  until  the  war  broke  out.  James  Mitchell,  who  taught 
ancient  languages,  was  later  a  soldier  in  the  Civil  War,  and  for  a  time 
taught  English  and  history  in  the  University  of  Arkansas.  The  college 
opened  up  again  after  the  war  and  did  good  work  until  the  University 
at  Fayetteville,  a  few  miles  from  Cane  Hill,  overshadowed  it. 

Arkansas  College  was  chartered  in  1852,  and  was  located  at 
Fayetteville.  Its  only  president  was  Robert  Graham,  a  man  of  strong 
personality.  Under  his  leadership  the  institution  won  a  splendid 
reputation  and  drew  students  from  all  over  the  State  and  even  from 
other  states.  Gov.  Elias  N.  Conway  in  his  message  of  1854  refers 
to  the  college  as  having  an  enviable  reputation  and  a  faculty  of 
ability.  Among  its  graduates  were  Judge  R.  B.  Rutherford,  Dr.  B.  R. 
Du  Val,  Hon.  Wm.  M.  Cravens  of  Fort  Smith,  Judge  B.  B.  Battle,  for 
many  years  on  the  supreme  bench,  and  White  Walker  of  Fayetteville. 
In  1862  the  college  buildings  were  burnt  and  with  this  the  life  of  the 
institution  ceased.  It  was  doubtless  the  splendid  work  of  this  college 
that  prepared  the  way  for  the  location  of  the  university  at  Fayette- 
ville. The  people  of  the  town  and  county  were  educated  to  appreciate 
the  value  of  an  institution  of  higher  education,  and  when  the  location 
of  the  university  was  thrown  open  to  the  highest  bidder  the  people 
responded  by  a  liberal  offer. 


CHAPTER  II. 


SEMINARY  LAND  GRANT. 


No  other  government  in  the  world  has  been  possessed  of  so  large 
a  public  domain  as  the  United  States.  Nor  has  any  other  government 
in  the  disposition  of  its  public  lands  been  so  generous  in  its  favors 
to  education.  We  are  accustomed  to  think  that  the  general  government 
in  its  first  encouragement  of  education  thought  of  elementary  schools 
only.  Such  was  not  the  case.  Contemporary  with  its  donation  of 
the  16th  section  for  common  schools  came  its  land  grants  for  univer- 
sities. In  the  mind  of  our  Revolutionary  fathers  higher  education 
was  as  worthy  an  object  of  federal  bounty  as  elementary  education. 
This  fact  is  emphasized  by  some  of  the  early  ordinances.  May  20, 
1785,  Congress  passed  an  "ordinance  for  ascertaining  the  mode  of 
disposing  of  lands  in  the  western  country,"  in  which  it  set  apart  the 
16th  section  of  every  township  for  the  maintenance  of  public  schools 
within  said  township.  This  is  the  beginning  of  that  magnificent 
system  of  federal  land  grants  for  education.  Two  years  later  it  was 
enlarged  and  took  the  form  of  a  great  national  policy,  which  has  been 
consistently  carried  out  ever  since.  The  famous  ordinance  of  July 
13,  1787,  stated  this  policy  as  follows :  "Religion,  morality  and 
knowledge  being  necessary  to  good  government  and  the  happiness 
of  mankind,  schools  and  the  means  of  education  shall  forever  be 
encouraged."  This  declaration  was  a  pledge  of  faith  that  the  general 
government  would  foster  education.  Subsequent  history  shows  that 
the  pledge  has  been  faithfully  kept.  It  is  the  glory  of  our  country 
that  she  had  in  her  infancy  a  broad  statesmanship  big  enough  to  lay 
broad  and  deep  the  foundations  of  the  young  republic  in  the  intelli- 
gence and  character  of  the  people.  Ten  days  after  the  immortal 
ordinance  was  passed,  its  companion,  a  bill  entitled  ''Powers  to  the 
board  of  treasury  to  contract  for  the  sale  of  western  lands,"  carried 
out  the  declaration  of  principle  contained  in  the  ordinance.  It  reserved 
the  16th  section  in  each  township  for  common  schools  and  moreover 
set  apart  two  townships  to  be  used  exclusively  for  the  support  of  a 
university,  the  lands  to  be  located  near  the  center  of  the  territory. 


22  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

and  the  trust  to  be  administered  under  the  direction  of  the  legislature. 
The  last  reservation  for  a  university  was  the  first  of  its  kind  in  the 
history  of  the  country — perhaps  of  any  country — and  began  a  new 
policy. 

The  year  1787  is  also  marked  by  a  large  land  sale  in  Ohio. 
Congress  provided  for  the  sale  to  the  Ohio  Company,  a  New 
England  concern,  of  2,000,000  acres  in  southeastern  Ohio,  and  in 
the  transaction  reserved  the  16th  section  in  each  township  for 
schools,  two  townships  of  good  land  for  a  university,  and  the  29th 
section  of  each  township  for  religion.  About  the  same  time  a 
patent  to  248,000  acres  in  southwestern  Ohio  was  granted  to  John 
Cleves  Symmes  and  associates.  The  same  provisions  respecting 
schools,  religion  and  a  university  appeared  in  this  grant,  save  that 
only  one  township  was  reserved  for  the  latter  purpose.  The  companies 
failing  to  comply  with  the  terms  of  the  contract,  the  cessions  lapsed. 
This  was  the  situation  when  Ohio  in  1803  came  into  the  Union. 
Congress  applied  to  Ohio  the  principles  set  forth  above,  and  in 
admitting  her  as  a  state  reserved  for  schools  every  16th  section  and 
three  townships  for  universities,  one  in  each  of  the  two  purchases. 
It  vested  these  donations  in  the  legislature  to  be  applied  solely  for 
the  purposes  named.  This  legislation,  while  specific  and  not  pledging 
the  government  for  the  future,  settled  the  main  points  in  our  national 
educational  policy.  Of  the  twenty-seven  land-grant  states,  nineteen 
received  two  townships  for  university  purposes,  four  (Alabama, 
Florida,  Wisconsin  and  Minnesota)  received  four  townships ;  Missis- 
sippi and  Ohio  three,  Tennessee  100,000  acres  and  Utah  200,000.  Such 
grants  were  not  made  to  the  original  thirteen  states,  nor  to  the  other 
states  in  which  the  public  lands  were  not  owned  by  the  United  States. 
The  states  which  have  not  received  seminary  land  grants  are  Maine, 
New  Hampshire,  Vermont,  Massachusetts,  Rhode  Island,  Connecticut, 
New  York,  New  Jersey,  Pennsylvania,  Delaware,  Maryland,  Virginia, 
North  Carolina,  South  Carolina,  Georgia,  Texas,  Kentucky  and  West 
Virginia. 

The  Grant  to  Arkansas. 

Arkansas  has  been  a  beneficiary  of  this  land  grant  policy.  On 
February  17,  1818,  in  providing  for  the  establishment  of  additional 
land  offices  in  the  territory  of  Missouri  (Arkansas  then  being  a  part 


SEMINARY  LAND  GRANT.  23 

of  said  territory),  Congress  directed  that  one  township  of  land  on  the 
waters  of  the  Arkansas  River  within  the  territory  be  reserved  for  the 
use  of  a  seminary  of  learning  therein.  This  provision  doubtless 
looked  towards  the  ultimate  organization  of  Arkansas  as  a  separate 
territory,  and  was  the  first  step  in  the  direction  of  founding  a  university 
therein.  Provision  was  thus  made  for  the  higher  education  of  the 
people  even  before  separate  territorial  existence  was  realized.  Nothing 
further  was  done  in  the  matter  until  March  2,  1827.  On  that  date 
Congress  passed  an  act  reserving  from  sale  two  entire  townships  of 
the  public  lands  in  Arkansas,  to  which  the  Indian  title  had  been 
extinguished  or  might  be  extinguished  later,  "for  the  use  and  support 
of  a  university  within  said  territory,  and  for  no  other  use  or  purpose 
whatsoever."  The  land  was  to  be  located  in  tracts  of  not  less  than 
one  section.  One  of  the  townships  set  apart  by  this  act  was  to  be  in 
lieu  of  the  township  described  above  as  having  been  granted  for  the 
same  purpose  in  1818. 

Administration  of  the  Grant. 

Soon  after  the  passage  of  this  law  Governor  Izard,  under  the 
direction  of  the  secretary  of  the  treasury,  appointed  an  agent  to  select 
and  locate  the  seventy-two  sections  for  the  university.  Governor 
Izard,  however,  died  before  the  work  was  completed.  His  successor 
took  up  the  work  where  he  left  off  and  carried  it  to  completion.  In 
his  message  to  the  legislature  in  1831  Governor  Pope  said  that  he  had 
finished  the  selections,  expressed  the  opinion  that  the  lands  chosen 
were  good,  reminded  that  body  that  the  agents  making  the  selections 
had  not  been  paid,  that  his  efforts  to  secure  their  payment  had  been 
in  vain,  and  he  therefore  advised  that  the  general  assembly  provide 
for  their  payment. 

Lands  Under  Control  of  Legislature. — The  history  of  the  sale  of 
these  seminary  lands  and  of  the  administration  of  the  funds  does  not 
reflect  much  credit  upon  Arkansas.  Its  story,  however,  is  a  part  of 
the  educational  history  of  the  State  and  must  be  briefly  told  here. 
During  the  territorial  days  the  governor  seems  to  have  largely  con- 
trolled the  lands,  but  after  statehood  the  legislature  was  responsible 
for  the  sale  of  the  lands  and  the  administration  of  the  funds.  By 
an  act  of  Congress  March  3,   1833,  the  governor  of  Arkansas  was 


24  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

authorized  to  sell  twenty  sections  and  to  apply  the  proceeds  to  the 
erection  of  buildings  for  the  proposed  university.  Nothing  appears  to 
have  been  done  under  this  act.  October  24,  1835,  Congress  was 
memorialized  by  the  general  assembly  to  confer  upon  the  latter  body 
complete  control  over  the  seminary  lands.  For  some  time  the  legis- 
lature had  been  out  of  humor  with  Governor  Pope  for  the  manner  in 
which  he  was  disposing  of  the  capitol  lands  and  building  the  territorial 
capitol.  The  members  of  the  general  assembly  had  taken  the  position 
that  the  control  of  such  matters  should  be  left  in  their  hands.  They 
probably  entertained  the  same  view  regarding  the  management  of 
the  university  fund.  Congress  in  admitting  Arkansas  into  the  Union 
granted  the  request  of  the  general  assembly  by  providing  in  the  fifth 
section  of  the  compact  of  June  23,  1836,  later  accepted  by  Arkansas, 
that  the  two  townships  granted  for  seminary  purposes  should  be 
vested  in  the  general  assembly  to  be  applied  solely  for  the  purposes 
of  the  donation.  The  capitol  situation  was  reversed  in  the  manage- 
ment of  the  university  lands  and  funds.  Congress  had  given  Governor 
Pope  a  free  hand  in  controlling  the  building  of  the  capitol,  and  the 
legislature  was  powerless ;  now  the  legislature  was  supreme  in  the 
control  of  university  affairs,  and  the  governor  was  compelled  to 
content  himself  with  making  recommendations. 

The  sequel  of  the  two  experiments  shows  that  the  capitol  manage- 
ment by  the  governor  was  much  wiser  than  the  control  of  the 
university  funds  by  the  general  assembly.  However,  the  governors 
exercised  their  prerogative  and  made  recommendations  in  the  premises. 
Governor  James  S.  Conway,  our  first  governor  under  statehood,  in 
his  message  to  the  special  session  of  1837,  reminded  that  body  that 
Arkansas  had  no  public  institution  of  learning,  and  urged  that  plans 
for  a  university  be  formed  at  once,  and  that  its  construction  be  entered 
upon  and  pushed  to  completion.  He  insisted  that  the  State  had  the 
means.  The  general  assembly  decided  to  give  the  governor  an 
opportunity  of  doing  at  least  something  for  the  university.  By  an  act 
of  December  17,  1838,  the  governor  was  made  the  agent  of  the  State  to 
sell  what  remained  unsold  of  the  seventy-two  sections  of  seminary 
lands.  He  could  sell  in  lots  of  not  less  than  one-half  quarter  sections. 
Thirty  days'  notice  of  sale  must  be  given  and  no  land  could  be  disposed 
of  at  less  than  $10.00  per  acre.     The  governor,  in  making  sales,  was 


SEMINARY  LAND  GRANT.  25 

authorized  to  receive  one-fourth  cash,  one-fourth  payable  one  year 
after  sale,  one-fourth  two  years,  and  one-fourth  three  years  thereafter. 
Purchasers  were  required  to  give  notes  with  two  good  and  sufficient 
securities,  interest  at  ten  per  cent.  The  governor  was  required  to 
deposit  all  seminary  funds  with  the  Bank  of  the  State  of  Arkansas 
or  its  branches  to  the  credit  of  the  university  fund.  The  law  was 
careful  to  provide  that  this  fund  should  not  be  liable  for  the  debts  of 
the  bank,  and  that  all  profits  accruing  thereon  should  be  placed  to  the 
credit  of  the  fund,  which  should  remain  intact  until  appropriated  for 
the  establishment  of  a  university. 

Fatal  Policy  Adopted. — According  to  the  provision  of  this  act. 
Governor  Conway  offered  for  sale  February  17  and  18,  1840,  all  the 
seminary  lands  at  public  auction.  Only  four  eighty-acre  tracts  were 
sold,  the  purchase  price  being  $3,312.00.  The  governor  seems  to  have 
been  discouraged  by  this  experience.  He  therefore  in  his  message 
of  November  3,  1840,  recommended  that  the  minimum  price  be  reduced 
to  $5.00  per  acre,  and  that  where  not  sold  at  public  auction  the  gov- 
ernor be  authorized  to  sell  at  private  sale.  Among  other  things  the 
governor  said :  "No  state  in  the  Union  feels  more  sensibly  than 
Arkansas  the  want  of  a  seminary  of  learning.  The  general  government, 
with  a  desire  to  diffuse  knowledge  and  learning,  has  placed  sufficient 
means  at  our  disposal  to  establish  a  seminary  of  learning  of  the  first 
class."  He  concluded  by  saying  that  the  responsibility  of  applying 
these  land  grants,  including  the  16th  section,  to  the  objects  of  their 
donation,  rests  upon  the  general  assembly.  But  the  governor,  not- 
withstanding his  good  intentions,  had  suggested  the  very  thing  that 
ultimately  defeated  the  object  of  the  grant,  namely,  the  reduction  in 
the  price  of  the  lands.  The  law  of  1838,  fixing  the  minimum  price 
at  $10.00  per  acre,  if  carried  out,  would  have  realized  only  $460,800 
in  all,  not  allowing  for  any  loss.  While  such  a  price  would  have 
delayed  the  sale  of  some  of  the  lands,  yet  as  they  were  judiciously 
selected  they  were  good  lands,  and  with  the  rise  in  values  which 
always  accompanies  an  increase  in  population,  they  could  have  been 
sold  for  that  amount.  Besides,  reducing  the  price  of  such  public  lands 
is  an  bid  game  of  the  land  speculators.  If  by  applying  to  the  legis- 
lature they  could  secure  a  reduction  in  the  minimum  price,  they,  of 
course,  would  not  pay  a  higher  price.    Arkansas  legislators,  like  those 


26  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of   many   other   states,   played   into   their    hands   and   the   potential 
endowment  of  a  great  university  was  sacrificed. 

But  the  governor  had  recommended  the  reduction  in  price,  and 
the  legislators  were  only  too  glad  to  pass  a  law  that  would  add 
to  their  popularity  with  their  constituents.  Hence,  on  the  28th  of 
December,  1840,  the  governor  approved  a  bill,  practically  a  duplicate 
of  the  act  of  December  17,  1838,  heretofore  analyzed.  The  material 
changes  were  that  the  minimum  price  at  the  first  public  sale  and  at 
all  private  sales  for  six  months  thereafter  was  fixed  at  six  dollars, 
for  the  next  six  months  $5.00,  then  for  six  months  more  $4.00,  and 
after  eighteen  months  at  $3.00  per  acre,  "until  otherwise  altered  by 
law."  The  time  for  payments  was  extended  to  five  annual  installments. 
Thus  not  only  was  the  price  reduced  so  low  as  to  defeat  the  object 
of  the  grant,  but,  moreover,  by  the  clause  "until  otherwise  altered  by 
law,"  the  people  were  actually  invited  to  call  for  further  reductions. 
The  passage  of  this  act  destroyed  all  well-founded  hope  for  a  genuine 
university.  However,  Governor  Archibald  Yell  two  years  later  did 
not  seem  to  realize  this  fact ;  for  in  his  message  of  that  year  he  told 
the  general  assembly  that  that  body  had  at  its  command  in  the  form 
of  federal  land  grants  ample  means  for  the  establishment  of  colleges 
and  universities  as  well  as  a  system  of  common  schools.  He  therefore 
became  eloquent  in  his  appeal  for  action :  "Then  let  me  appeal  to 
you,  by  the  debt  you  owe  your  country,  by  the  just  claims  of  morality, 
religion  and  of  freedom,  let  not  the  light  of  knowledge  be  extinguished 
in  your  hands,  but,  on  the  contrary,  build  to  it  honorable  temples  and 
imperishable  altars,  that  it  may  be  made  to  descend  like  the  unclouded 
sun,  bright  and  glorious  to  your  posterity."  The  trouble  with  the 
loquacious  governor  was  that  he  was  not  a  college-bred  man,  and  had 
but  little  conception  of  what  was  required  for  the  establishment  and 
maintenance  of  a  first-class  university.     His  talk  was  mere  rhetoric. 

Another  blow  was  dealt  the  proposed  university  by  the  legislature 
of  1842  passing  a  resolution  reciting  that  whereas  private  parties  had 
ignorantly  entered  upon,  occupied  and  improved  some  of  the  university 
lands,  said  parties  were  called  upon  to  report  the  facts  to  the  governor, 
who  in  turn  was  directed  to  deed  the  lands  to  them  and  to  have  other 
government  lands  selected  in  their  stead.  Such  legislation  was  a 
wanton  sacrifice  of  the  State's  interests,  put  a  premium  on  perjury  and 


SEMINARY  LAND  GRANT.  27 

encouraged  a  reckless  disregard  of  whatever  rights  the  State  and 
benevolent  causes  might  have  in  lands  in  the  future.  If  these  parties 
had  entered  upon  these  lands  prior  to  their  selection  by  the  State,  no 
law  was  necessary  for  their  relief,  as  their  interests  were  safe-guarded 
by  the  preemption  laws ;  if  they  occupied  them  after  the  government 
had  deeded  them  to  the  State,  they,  and  not  the  State,  were  responsible. 
But  after  this  the  governors  themselves  ceased  to  hope  for  a  university, 
and  their  later  messages  are  silent  on  the  subject.  The  legislators 
in  turn  saw  the  inevitable,  and  on  December  18,  1844,  sent  a  memorial 
to  Congress  asking  for  a  modification  of  the  compact  between  Arkansas 
and  the  federal  government  regarding  the  seminary  lands,  so  as  to 
permit  Arkansas  to  apply  the  proceeds  of  the  sale  of  said  lands  to  the 
support  of  the  common  schools.  On  July  29,  1846,  Congress  granted 
this  request  by  authorizing  the  general  assembly  to  appropriate  the 
seventy-two  sections  for  the  benefit  of  common  schools  or  for  the 
promotion  of  education  in  any  other  manner  that  that  body  might 
deem  wise. 

This  act  closes  the  chapter  so  far  as  the  proposed  university  is 
concerned.  It  meant  that  Arkansas  was  to  have  no  state  university 
until  after  the  Civil  War,  and  that  then  it  was  to  be  crippled  for  years 
for  want  of  funds  because  of  the  poverty  of  the  State  brought  on  by 
the  war  and  reconstruction.  If  the  general  assembly  had  adhered 
strictly  to  the  policy  at  first  adopted  of  holding  the  seminary  lands 
at  $10.00  per  acre  and  had  jealously  guarded  the  fund,  a  respectable 
endowment  would  have  accumulated,  and  a  university  on  a  modest 
scale  could  have  been  established  before  the  war.  Inexpensive  build- 
ings commensurate  with  the  needs  of  the  times  could  have  been 
provided,  teachers  employed,  and  the  institution  conducted  with  a 
small  outlay.  The  university  and  its  endowment  would  have  grown 
with  the  growth  of  the  State.  This  would  have  been  a  significant 
fact  in  the  history  of  the  State.  It  would  have  meant  a  larger 
statesmanship  in  legislative  halls  and  executive  chairs,  a  more  enlight- 
ened citizenship,  less  provincialism,  and  a  broader  policy  in  the 
development  of  the  great  material  resources  of  Arkansas.  The  value 
to  the  intellectual,  moral  and  material  welfare  of  a  state  of  a  strong, 
vigorous  university,  articulating  itself  with  every  interest,  can  not  be 
estimated.  How  heavily  Arkansas  lost  in  her  failure  to  regard  the 
university  fund  as  a  sacred  trust  is  beyond  estimate. 


28  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

In  passing  judgment  upon  our  fathers  for  administering  unwisely 
the  school  and  seminary  lands  (Arkansas  showed  no  more  wisdom 
in  handling  the  16th  section  lands)  we  should  remember  that  the 
legislators  were  inexperienced  in  such  matters,  and  the  people  were 
clamorous  to  get  possession  of  the  better  class  lands.  Then  it  should 
be  said  that  but  few  states  in  the  Union  had  in  1836  a  real  public 
school  system.  Such  as  existed  were  feeble.  None  of  the  old  states 
had  a  state  university  in  the  modern  sense  of  the  term,  though  some 
had  them  in  name.  Neither  had  any  of  the  new  states  established  a 
worthy  institution  on  the  basis  of  national  land  grants.  Almost 
without  exception  colleges  of  the  day  were  private  foundations. 
Neither  was  there  an  effort  to  articulate  such  institutions  with  the 
public  or  private  schools.  There  were  but  few  public  high  schools 
in  the  country.  Hence,  there  was  educational  chaos,  no  system.  The 
problem  of  higher  education  was  yet  unsolved.  The  cause  was  still 
in  the  experimental  stage  and  there  was  no  educational  Moses  to  guide. 
That  Arkansas  did  not  use  to  the  best  advantage  her  opportunities 
is  no  special  reflection  upon  her:  it  simply  shows  that  she  in  common 
with  many  other  states  of  her  day  did  not  have  educational  states- 
manship. Indeed  the  maladministration  of  the  educational  bounties 
became  so  notorious  that  the  general  government  in  recent  years 
has  been  throwing  more  restrictions  around  the  grant.  For  instance, 
when  North  Dakota,  South  Dakota,  Montana  and  Washington  were 
admitted  in  1889  Congress  fixed  the  minimum  price  at  which  the 
school  lands  could  be  sold  at  $10.00  per  acre. 

The  manner  of  administering  the  grant  in  a  few  other  states  is 
here  given  to  afford  a  basis  of  comparison.  Alabama  received  46,080 
acres  for  a  seminary.  The  land  was  sold,  part  of  the  proceeds  was 
used  for  buildings  and  the  remainder  was  appropriated  to  aid  the  state 
banking  system.  For  the  amount  thus  squandered  the  State  now 
recognizes  an  indebtedness  to  the  university,  upon  which  an  annual 
interest  of  $36,000  is  paid.  Missouri  received  two  townships,  sold 
the  land  before  the  university  was  founded  and  realized  $222,000.  Of 
this  sum  $122,000  is  invested  in  state  certificates  of  indebtedness  at 
six  per  cent  interest  and  $100,000  at  five  and  one-half  per  cent.  The 
interest  is  applied  to  the  maintenance  of  the  university  at  Columbia. 
The  State  of  Michigan  sold  the  seminary  lands  and  realized  $545,964. 


SEMINARY  LAND  GRANT.  29 

On  this  sum  the  state  pays  to  the  university  annual  interest  at  seven 
per  cent.  Many  other  states  like  Ohio,  Illinois  and  Wisconsin  admin- 
istered the  lands  poorly.  Minnesota,  Kansas  and  Nebraska  profited 
by  the  experience  of  other  states  and  good  results  have  come  of  their 
administration  of  the  grants.  The  action  of  Alabama  in  reimbursing 
the  university  for  the  money  squandered  on  the  banking  system 
suggests  an  av^akened  sense  of  public  obligation  that  might  well  be 
followed  by  other  states  that  wasted  the  grant. 

Later  History  of  the  Seminary  Fund. 

On  Dcember  23,  1846,  the  general  assembly  constituted  the  state 
land  agent  as  the  agent  of  the  seminary  lands,  and  authorized  him  to 
sell  them  at  private  sale.  The  price  for  the  first  year  was  fixed  at 
$4.00  per  acre,  for  the  second  year  at  $3.00  and  thereafter  at  $2.00. 
The  purchaser  was  allowed  five  years  to  make  final  settlement.  An 
act  approved  January  5,  1849,  provided  for  the  distribution  of  the 
proceeds  of  the  seminary  and  saline  lands  among  the  several  counties 
in  proportion  to  the  number  of  free  white  children  between  the  ages 
of  ten  and  twenty-one  for  the  use  of  the  common  schools.  It  was 
to  remain  a  perpetual  fund.  It  was  made  the  duty  of  the  county 
treasurer  to  invest  it  in  productive  securities,  and  to  distribute  the 
interest  among  the  school  districts  of  the  county.  No  part  of  the 
principal  was  to  be  expended. 

The  sales  of  the  seminary  lands  up  to  1850  were  as  follows : 

:  By  Governor  John  Pope 1,734.36  acres. 

By  Governor  James  Conway 320.00  acres. 

By  Governor  Archibald  Yell 5,661.34  acres. 

By  land  agent 9,081.51  acres. 

Total  16,797.21  acres. 

On  October  31,  1837,  State  Treasurer  Wm.  E.  Woodruff  reported 
to  the  credit  of  the  fund  $2,124.53,  of  which  $72.20  was  in  cash,  the 
balance  in  the  form  of  notes.  On  October  1,  1840,  there  was  in  cash 
$1,215.92  to  the  credit  of  the  fund.  The  governor's  message  in  1842 
reported  the  total  seminary  fund  at  $29,652.25,  of  which  $2,188.40 
was  cash,  the  rest  in  notes.     October  1,  1852,  there  was  distributed 


30  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


among  the  counties  for  school  purposes  $17,105.84  of  the  seminary 
fund.  The  governor's  message  for  1852  gives  these  facts  about  the 
fund : 

Amount  located 43,416.69  acres. 

To  be  located 2,663.31  acres. 

Amount  sold 25,668.85  acres. 

On  hand  for  sale 17,478.04  acres. 

The  total  amount  received  for  said  lands  up  to  1852  was  $37,319.09; 
amount  still  due  for  same  (about)  $60,000.  The  auditor's  report  for 
1854  shows  that  during  the  preceding  two  years  $13,578.15  were 
distributed  among  the  counties  and  that  $6,953.92  remained  on  hand 
October  1  of  that  year.  The  amount  distributed  in  the  next  two 
years  was  $9,948.82,  leaving  a  balance  on  hand  October  1,  1856,  of 
$2,979.29.  During  the  Civil  War  and  reconstruction  nothing  much 
seems  to  have  been  paid  in  to  the  credit  of  this  fund.  The  legislature 
remitted  the  interest  on  seminary  land  notes  for  the  war  period.  The 
auditor's  report  for  1874  furnishes  the  following  information: 

To  the  credit  of  the  seminary  fund  Oct.  1,  1872.  .$1,962.26  in  scrip. 
To  the  credit  of  the  seminary  fund  Oct.  1,  1872.  .         36.61  in  currency. 

Receipts  during  the  ensuing  two  years 4,522.82  in  scrip. 

Expended  during  the  ensuing  two  years 5,780.68  in  scrip. 

Balance  in  treasury  Oct.  1,  1874 704.40  in  scrip. 

Balance  in  treasury  Oct.  1,  1874 36.61  in  currency. 

Later  reports  continue  to  show  small  amounts  to  the  credit  of  the 
fund  until  1905-06,  when  the  auditor  says  the  last  of  the  seminary 
lands  had  been  sold. 

The  extracts  given  will  serve  to  show  that  not  only  was  no 
university  founded,  but  that  the  common  schools  received  a  mere 
pittance  from  the  seminary  land  grant.  Aside  from  the  low  prices 
at  which  lands  were  sold,  there  were  other  causes.  The  failure  of 
the  State  Bank  caused  a  small  loss  of  probably  two  or  three  thousand 
dollars.  Moreover,  many  notes  were  never  paid.  The  notes  and 
securities  disclose  that  at  times  lands  were  bought  by  only  a  few 
persons  who  became  surety  for  each  other.  In  1842  all  the  names  on 
the  notes,  including  sureties,  numbered  less  than  twenty.  Secretary 
of  State  David  Greer,  in  his  capacity  as  school  commissioner,  said  in 


SEMINARY  LAND  GRANT.  31 

1856  that  the  school  lands  were  being  sacrificed  daily  by  a  combination 
of  interested  persons.  Moreover,  it  should  be  remembered  that  what 
little  money  was  realized  on  the  seminary  lands  was  distributed  among 
the  counties  as  fast  as  it  came  into  the  state  treasury.  It  then  became 
the  duty  of  the  county  treasurer  to  loan  it  out  at  interest,  taking 
security.  Some  treasurers  protected  the  funds  by  safe  loans,  others 
dissipated  it  by  bad  loans.  What  is  left  of  this  fund  is  now  merged 
into  the  common  school  fund. 


CL, 


CHAPTER  III. 


LAND    GRANT   ACT    OF    1862. 


The  nineteenth  century  has  to  its  credit  many  achievements,  one  of 
the  most  notable  of  which  was  the  advancement  of  science,  both  pure 
and  applied.  The  demand  for  technical  as  well  as  for  scientific 
education  grew  louder  and  louder  with  the  progress  of  the  century. 
This  demand  has  taken  form,  not  only  in  the  strong  place  assumed 
by  pure  science  in  the  higher  institutions  of  learning  of  the  country, 
but,  moreover,  in  the  well-equipped  schools  of  applied  sciences  found 
in  all  of  our  better  class  universities.  The  growth  of  agricultural 
education  is  only  one  of  the  many  forms  which  popular  interest  in 
the  applied  sciences  has  taken.  The  now  famous  land  grant  act  of 
1862,  therefore,  had  behind  it  deep  causal  forces  and  a  historical 
background. 

Movement  for  Agricultur.al  Educ.\tion. 

A  pamphlet  was  published  at  Albany  in  1819  on  "The  Necessity  of 
Establishing  an  Agricultural  College,"  to  be  endowed  and  controlled 
by  the  State  of  New  York.  The  Agricultural  Society  of  the  State  took 
up  the  question  of  agricultural  education  and  agitated  it  for  the  next 
quarter  of  a  century.  Experiments  in  private  agricultural  schools 
were  made  in  different  parts  of  the  country,  but  not  with  marked 
success  because  they  were  not  conducted  on  right  principles.  A 
petition  with  6,000  signatures,  praying  for  the  establishment  of 
agricultural  schools,  was  presented  in  1838  to  the  legislature  of  New 
York.  In  1844  the  school  superintendents  of  that  State  expressed  the 
opinion  that  "the  elements  and  scientific  principles  of  agriculture 
should  be  taught  in  all  schools."  Governor  Fish  in  1849  recommended 
the  establishment  of  an  agricultural  college.  Largely  through  the 
efforts  of  John  Delafield  the  legislature  of  New  York  passed  an  act  in 
1853  providing  for  the  establishment  of  an  agricultural  college. 
Nothing  at  the  time  came  of  the  act  because  of  the  death  of  its  chief 
promoter  and  the  failure  to  appropriate  for  it.    However,  Mr.  Delafield 


34  HISTORY  OF  THE  UNIVERSITY   OF  ARKANSAS. 

inspired  with  his  enthusiasm  for  agricultural  education  Rev.  Amos 
Brown,  who  became  one  of  the  chief  assistants  of  Senator  Morrill  in 
securing-  the  passage  of  the  land  grant  act  of  Congress. 

The  State  of  Michigan  has  the  credit  of  having  established  the  first 
agricultural  college  in  the  United  States.  The  act  was  passed  in 
1855,  locating  it  on  a  farm  of  about  500  acres  near  Lansing.  The 
college  was  opened  two  years  later.  The  Maryland  Agricultural 
College,  located  on  a  farm  of  400  acres,  was  chartered  in  1856.  It  was 
supported  by  both  state  and  private  aid.  It  was  opened  to  students 
in  1859,  The  Minnesota  Agricultural  College  was  incorporated  in 
1858,  but  had  not  opened  when  the  Morrill  act  became  law.  Iowa, 
Illinois  and  Wisconsin  had  taken  steps  looking  towards  the  establish- 
ment of  agricultural  colleges.  In  1854  Pennsylvania  incorporated  the 
•'Farmers'  High  School,"  and  1862  changed  it  to  the  "Agricultural 
College  of  Pennsylvania."  The  school  was  supported  by  private  and 
state  aid.  It  was  opened  in  1858.  This  was  the  most  complete  school 
of  agriculture  in  the  United  States  in  1862.  It  offered  a  four  years' 
course  of  study,  on  the  completion  of  which  the  B.  S.  A.  degree  was 
conferred.  This  brief  summary  of  the  history  of  agricultural  education 
up  to  the  time  of  the  passage  of  the  land  grant  act  shows  a  growing 
interest  in  the  subject  and  suggests  that  doubtless  the  states  would 
have  done  much  for  the  cause  independent  of  assistance  from  the 
general  government. 

The  cause  of  agricultural  education  received  its  most  powerful 
stimulus  from  the  federal  government.  The  now  famous  land  grant 
act  of  1862  marks  an  epoch  not  only  in  the  cause  of  education  in 
general,  but  of  agricultural  education  in  particular.  Without  it  the 
cause  would  have  been  delayed  for  decades.  To  Justin  S.  Morrill  of 
Vermont  more  than  to  any  one  else  is  due  the  credit  for  the  general 
government's  action.  However,  federal  aid  had  been  suggested  earlier. 
While  it  probably  had  no  national  influence,  yet  it  is  a  matter  of  local 
interest  that  Governor  Archibald  Yell,  in  his  message  to  the  general 
assembly  in  1842,  after  speaking  of  the  importance  of  agriculture  and 
of  the  spirit  of  improvement  then  abroad,  he  urged  that  Arkansas 
should  encourage  the  movement  "until  the  farmer  shall  have  taken 
that  high  stand  in  society  and  government,  to  which  his  honorable 
and  useful  pursuits  so  well  entitle  him."     He  then  added:     "With  a 


LAND  GRANT  ACT  OF   1862.  35 

view  to  perpetuate  our  happy  form  of  government,  and  to  advance 
the  great  interest  of  the  laboring  classes,  industry  and  education 
should  be  in  some  w^ay  interwoven ;  and  I  know  of  no  mode  better 
calculated  to  suit  the  conditions  and  character  of  our  people  than 
agricultural  schools  based  upon  federal  donation  of  the  general 
government."  Here  in  Governor  Yell's  message  of  1842  is  a  recom- 
mendation of  the  plan  actually  incorporated  in  the  Morrill  act  of  1862. 

The  Bill  Before  Congress. 

December  14,  1857.  Mr.  Morrill*  introduced  into  the  lower  house 
of  Congress  a  bill  "donating  public  lands  to  the  several  states  and 
territories  which  may  provide  colleges  for  the  benefit  of  agriculture 
and  mechanic  arts."'  It  carried  an  appropriation  to  each  state  of 
20,000  acres  of  public  lands  for  each  senator  and  representative  from 
the  state  in  Congress.  The  bill  met  with  opposition  and  was  referred 
to  the  committee  on  public  lands  instead  of  the  committee  on 
agriculture,  of  which  Mr.  Morrill  was  chairman.  A  majority  report 
adverse  to  the  measure  and  a  minority  report  for  it  were  made  April 


"Justin  Smith  Morrill  was  born  at  Strafford,  Vermont,  April  14,  1810.  He 
was  the  eldest  of  a  familj'  of  ten  children.  He  lived  on  his  fathers  farm  and 
attended  the  district  school.  His  training  here  was  supplemented  by  a  term  in 
Thetford  Academy.  His  school  education  ended  when  he  was  fourteen  years  old. 
and  he  was  employed  as  clerk  in  the  village  store.  After  working  there  two  years 
he  went  to  Portland,  Mame,  where  he  filled  a  similar  position.  In  1830  he  returned 
to  his  native  town  and  was  made  a  partner  of  his  former  employer.  He  remained 
here  for  fifteen  years,  when,  having  acquired  a  moderate  fortune,  he  retired  from 
business.  He  remained  in  retirement  only  nine  years  when  he  was  called  to  serve 
his  state  in  Congress.  In  1855  he  began  one  of  the  longest  congressional  careers 
recorded  in  the  annals  of  Congress.  He  served  as  representative  for  twelve  years, 
when  in  1867  he  was  sent  to  the  senate.  Senator  Morrill  served  his  state  in  this 
capacity  for  thirty-two  years.  During  this  time  he  is  said  to  have  delivered  one 
hundred  speeches  and  to  have  introduced  over  two  thousand  bills.  The  three  most 
important  bills  of  which  he  is  said  to  have  been  the  aiuhor  are  the  tariff  bill  of 
1861,  measures  for  the  construction  and  modification  of  public  buildings,  and  the 
land  grant  act  of  1862.  The  last  named  is  that  for  which  he  is  the  most  famous. 
The  fact  that  in  the  midst  of  a  great  civil  war  he  turned  his  attention  to  education 
is  evidence  of  the  broad  sanity  of  the  man.  In  1877  when  Senator  Sherman 
resigned  as  chairman  of  the  finance  committee  Mr.  Morrill  was  chosen  to  succeed 
him.     He  represented  the  State  of  Vermont  until  his  death  in  1899. 


36  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

15,  1858,  after  an  unwarranted  delay  of  four  months.  Five  days  later, 
after  debate,  the  bill  passed  the  house  after  an  able  speech  by  its 
author.  He  urged  upon  the  members  the  broadest  principles  of  public 
policy.  The  public  lands,  he  said,  being  common  property,  should 
be  applied  to  some  national  purpose  comprehensive  enough  to  benefit 
all  sections  of  the  country.  He  reminded  them  that  Congress  all 
through  our  history  had  used  the  public  lands  to  promote  primary 
and  higher  education,  and  he  was  sure  that  no  other  use  of  them  would 
so  advance  the  welfare  of  the  great  masses  of  the  people  as  to  devote 
them  to  the  problem  of  applying  the  discoveries  of  science  to 
agriculture,  mechanics  and  other  industrial  arts.  In  the  senate  the 
bill  went  to  the  committee  on  public  lands  and  was  reported  back 
without  recommendation.     Congress  adjourned  before  final  action. 

At  the  beginning  of  the  next  session  an  attempt  to  bring  the  bill  up 
met  with  determined  opposition  led  by  Pugh  of  Ohio,  Clay  of  Alabama, 
Jefferson  Davis  of  Mississippi,  and  Rice  of  Minnesota.  In  its  discussion 
the  states'  rights  issue  was  brought  prominently  to  the  front,  as  the 
following  extract  from  Senator  Clay's  speech  shows :  *'The  federal 
government  is  the  creature  of  the  states  and  is  dependent  upon  them 
for  its  organization  and  operation.  All  its  powers  are  subordinate 
to  the  states  from  whom  they  are  derived.  The  states  are  in  no  wise 
dependent  on  the  federal  government  for  their  operation,  organization, 
support  or  maintenance.  I  stand  as  an  ambassador  from  a  sovereign 
state,  no  more  subject  to  the  control  of  the  federal  government,  except 
in  a  few  instances  provided  in  the  constitution,  than  any  foreign  and 
independent  state.  This  bill  treats  the  states  as  agents  instead  of 
principals,  as  creatures  instead  of  creators,  and  proposes  to  give  them 
their  own  property  and  direct  them  how  to  use  it."  Senator  Rice  of 
Minnesota  "looked  upon  the  success  of  this  measure  as  bringing  a 
slow,  lingering  death  to  Minnesota."  On  February  1,  1859,  the  bill 
passed  the  senate  by  a  majority  of  three  votes. 

The  President's  Veto, 

President  Buchanan  returned  the  bill  to  the  house  with  his  veto. 
This  he  did  on  both  expediency  and  constitutional  grounds.  He 
reminded  Congress  that  the  government  was  in  bad  financial  condition, 
and  that  this  act  would-  complicate  matters  by  diverting  from  the 


LAND  GRANT  ACT  OF  1862.  37 

treasury  the  revenue  derived  from  the  sale  of  public  lands.  He 
further  urged  that  there  was  then  outstanding  bounty  land  warrants 
of  almost  12,000,000  acres  for  the  benefit  of  old  soldiers,  and  that  this 
act  would  glut  the  market  with  land  script,  thus  running  down  the 
price  of  land  and  doing  an  injustice  to  the  old  soldiers  as  well  as  an 
injury  to  the  treasury.  He  thought  that  the  measure  was  vicious 
because  it  would  disturb  the  normal  relations  of  state  and  federal 
governments,  tending  to  cause  the  states  to  fall  into  the  habit  of 
looking  to  the  general  government  to  finance  state  institutions. 
Moreover,  the  president  felt  that  the  measure  was  undemocratic  in 
that  it  would  encourage  land  speculators  to  buy  up  large  tracts  of 
land  and  discourage  the  purchase  of  small  farms  by  actual  settlers. 
After  adding  that  Congress  had  no  power  to  enforce  the  terms  of  the 
grant,  and  that  it  would  create  in  the  several  states  rival  institutions 
with  existing  colleges,  he  said  the  act  was  unconstitutional  because 
Congress  had  no  power  to  appropriate  for  education.  He  insisted  that 
education  was  not  among  the  enumerated  grants  of  power  in  the 
constitution,  that  it  was  a  recognized  state  function,  and  that  for 
Congress  to  appropriate  for  it  would  break  down  the  barrier  so  care- 
fully erected  in  the  constitution  between  state  and  federal  authority. 
Moreover,  he  did  not  think  that  the  fact  that  the  endowment  of  educa- 
tion proposed  in  the  bill  was  to  be  derived  from  federal  lands  altered 
the  case.  He  said  that  Congress  would  be  under  the  same  constitu- 
tional limitations  in  appropriating  the  proceeds  of  the  public  lands  as 
It  was  in  appropriating  funds  derived  from  taxation.  The  veto  killed 
the  bill. 

The  Fight  Continued. 

The  friends  of  the  bill  were  not  discouraged.  Mr.  Morrill,  however, 
knew  that  so  long  as  President  Buchanan  was  in  office  there  was  no 
use  in  bringing  the  bill  forward.  But  upon  the  assembling  of  the  first 
regular  session  of  Congress  after  President  Lincoln  was  inaugurated, 
Mr.  ]\Iorrill,  December  16,  1861,  introduced  the  bill  again  in  the  house 
of  representatives.  It  is  a  testimony  to  the  balance,  the  serenity  and 
the  faith  of  ]\Ir.  ^lorrill  that  he  should,  in  the  midst  of  the  excitement 
of  war,  have  turned  his  attention  to  the  consideration  of  a  great 
question  of  constructive  statesmanship.  However,  he  found  the  house 
in  no  mood  to  consider  the  bill,  and  so  on  May  2,  1862,  he  had  the 


38  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


same  bill  introduced  into  the  senate  by  Senator  Wade  of  Ohio.  The 
measure  met  with  unsuccessful  opposition  again,  Senator  Lane  of 
Kansas  going  so  far  as  to  declare  it  the  most  iniquitous  bill  ever 
introduced  into  Congress.  It  passed  the  senate  June  10  by  a  vote  of 
32  to  7.  In  the  house  Mr.  Morrill'  was  having  trouble,  for  the 
committee  on  public  lands  had  reported  the  bill  adversely,  and  Mr. 
Morrill  had  made  an  unsuccessful  attempt  to  get  leave  to  introduce 
a  substitute  bill.  However,  opposition  seems  to  have  largely  given 
away  when  the  senate  bill  came  over  to  the  house.  Seven  days  after 
it  passed  the  senate  Mr.  Morrill  succeeded  in  calling  it  up  and  in 
securing  its  passage  by  a  vote  of  90  to  25.  The  measure  was  not 
debated  in  the  house,  though  attempts  were  made  to  amend  and 
delay  it.  On  July  2,  1862,  the  bill  became  a  law  by  the  approval  of 
President   Lincoln. 

But  few  people  in  the  country  outside  of  the  author  had  any 
adequate  appreciation  of  the  scope  of  the  new  law.  Indeed,  Mr. 
Morrill  himself  did  not  see  the  far-reaching  and  revolutionary 
character  of  the  measure.  The  opposition  to  the  bill  was  largely 
based  upon  a  failure  to  understand  its  spirit  and  plain  provisions. 
The  field  upon  which  Congress  entered  in  this  act  was  new,  and  it 
is  a  matter  of  no  surprise  that  the  opinions  expressed  in  the  debate 
were  crude.  The  bill  and  its  passage  are  probably  due  to  an  idea  then 
beginning  to  take  hold  of  the  people  of  the  wonderful  possibilities  of 
science.  There  was  a  vague  ill-defined  feeling  that  education  should 
be  more  practical  and  better  related  to  the  daily  tasks  of  life.  Mr. 
Morrill's  claims  to  statesmanship  lie  in  his  clear  interpretation  of  this 
spirit  and  accurate  incorporation  of  it  into  law.  Perhaps  the  fact  that 
he  was  not  a  college  man  enabled  him  to  free  himself  from  the 
prejudices  of  the  traditional  education,  and  to  appreciate  the  thoughts, 
feelings  and  needs  of  the  great  masses  of  the  people. 

Analysis  of  the  Act. 

Section  one  of  the  act  granted  to  each  state  public  lands  ecjual 
to  30,000  acres  for  each  senator  and  representative  in  Congress  to 
which  the  state  was  entitled  under  the  census  of  1860.  Mineral  lands 
were  excepted  from  the  provisions  of  the  act.  Section  two  provided 
that  the  land  should  be  apportioned  to  the  states  in  subdivisions  of 


LAND  GRANT  ACT  OF  1862.  39 

not  less  than  quarter  sections ;  that  where  a  state  had  sufficient  public 
lands  subject  to  sale  at  private  entry  at  $1.25  an  acre,  its  quota  should 
be  selected  from  public  lands  within  its  borders ;  that  where  otherwise, 
the  secretary  of  the  interior  was  instructed  to  issue  said  state  land 
scrip  to  the  amount  in  acres  for  the  deficiency  of  its  distributive  share. 
A  state  receiving  land  scrip  was  not  allowed  to  locate  the  same  within 
another  state ;  on  the  contrary  it  must  sell  the  same  to  private  parties 
who  were  authorized  to  locate  the  claim  on  any  of  the  unappropriated 
public  lands  subject  to  private  entry,  provided  that  not  more  than  a 
million  acres  be  located  in  any  one  state.  Section  three  protected 
the  fund  against  diminution  by  providing  that  all  expenses  of  manage- 
ment of  said  lands,  of  taxes  thereon,  and  all  expenses  of  administering 
the  funds  derived  from  their  sale  should  be  paid  by  the  states  receiving 
the  same.  Section  four  required  that  all  funds  derived  from  said  land 
or  scrip  should  be  invested  in  good  securities,  yielding  not  less  than 
five  per  cent  on  their  par  value,  and  that  this  investment  should 
constitute  a  perpetual  fund,  the  capital  of  which  should  not  be 
diminished  except  as  provided  in  the  act.  It  was  made  the  sacred 
duty  of  states  receiving  the  benefit  of  the  act  to  appropriate  all  of 
the  interest  accruing  upon  said  fund  "to  the  endowment,  support  and 
maintenance  of  at  least  one  college  where  the  leading  object  shall  be, 
without  excluding  other  scientific  and  classical  studies,  and  including 
military  tactics,  to  teach  such  branches  of  learning  as  are  related  to 
agriculture  and  mechanic  arts,  in  such  manner  as  the  legislatures  of 
the  states  may  respectively  prescribe,  in  order  to  promote  the  liberal 
and  practical  education  of  the  industrial  classes  in  the  several  pursuits 
and  professions  in  life." 

Section  five  prescribed  several  fundamental  conditions  upon  which 
a  state  before  becoming  a  beneficiary  was  required  to  give  legislative 
assent.  In  the  first  place  each  state  must  agree  to  replace  any  part  of 
the  fund  thus  received,  should  it  ever  be  lost  or  diminished  ;  it  must  also 
pledge  itself  to  apply  regularly  all  of  the  interest  on  this  fund  to  the 
purposes  named  in  the  fourth  section  of  the  act,  provided  that  not  to 
exceed  ten  per  cent,  of  the  amount  might  be  expended  for  sites  or 
experiment  farms  where  authorized  by  the  legislature.  However, 
no  part  of  the  fund  under  any  circumstances  could  be  applied  to 
the  purchase,  erection  or  repair  of  buildings.     In   the  next  place   a 


40  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


State  desiring  to  claim  the  benefit  of  the  act  was  required  within  five 
years  to  provide  at  least  one  college  as  defined  by  the  fourth  section, 
or  thereby  forfeit  its  share  of  the  grant,  and  moreover,  should  refund 
to  the  general  government  all  moneys  received  from  the  sale  of  said 
lands  or  scrip.  It  was  further  stipulated  as  a  condition  of  the  grant 
that  there  should  be  sent  to  the  secretary  of  the  interior  and  to  all 
colleges  endowed  by  ^his  act,  an  annual  report  of  the  progress  of  the 
college,  setting  forth  in  particular  improvements  and  experiments, 
with  costs  and  results,  and  other  matters,  including  statistics  of 
industrial  and  economic  activities  within  the  state.  While  engaged 
in  rebellion  against  the  general  government  states  were  not  entitled 
to  the  benefits  of  the  act.  It  was  further  conditioned  that  a  state, 
through  an  act  of  its  legislature,  must  express  its  acceptance  of  the 
grant  within  two  years  from  the  date  of  the  approval  of  the  bill  by  the 
president. 

Meaning  of  the  Act. 

Such  is  a  brief  analysis  of  the  main  provisions  of  the  land  grant 
act.  It  will  be  noted  that  the  purpose  of  the  act  as  expressed  in 
section  four  is  broad  and  comprehensive,  worthy  of  the  great  govern- 
ment that  was  thus  inaugurating  a  new  era  in  the  educational  history 
of  the  country.  This  purpose  is  well  expressed  by  the  author  of  the 
bill,  when  he  was  discussing  the  subject  before  the  lower  house. 
Among  other  things  Mr.  Morrill  said :  "It  proposed  to  establish  at 
least  one  college  in  every  state,  upon  a  sure  and  perpetual  foundation, 
accessible  to  all,  but  especially  to  the  sons  of  toil,  where  all  the  needful 
sciences  for  the  practical  avocations  of  life  shall  be  taught ;  where 
neither  the  higher  graces  of  classical  studies,  nor  the  military  drill 
our  country  now  so  greatly  appreciates,  will  be  entirely  ignored,  and 
where  agriculture,  the  foundation  of  all  present  and  future  prosperity. 
may  look  for  troops  of  earnest  friends,  studying  its  familiar  and 
recondite  economies,  and  at  last  elevating  it  to  a  higher  level,  where 
it  may  fearlessly  invoke  comparison  with  the  most  advanced  standard 
of  the  world." 

The  purpose  of  the  act  in  one  sense  may  be  said  to  be  narrow  in 
that  it  emphasized  agriculture  and  mechanic  arts  more  than  other 
subjects  and  interests.  It  may  be  urged  that  an  educational  policy 
worthy  of  a  great  nation  should  be  more  comprehensive,  that  it  should 


LAND  GRANT  ACT  OF  1862.  41 

be  cosmopolitan.  But  the  circumstances  under  which  the  act  was 
written  explain  the  seeming  narrowness  of  the  measure.  At  that 
time,  what  may  be  termed  general  culture  education,  did  not  need 
special  emphasis  ;  it  was  sufficiently,  even  though  narrowly,  emphasized 
by  the  classical  colleges  of  the  time  scattered  all  over  the  country. 
The  United  States  was  a  great  agricultural  and  industrial  country. 
Yet  agriculture  and  mechanic  arts  were  receiving  practically  no 
attention  in  the  educational  systems  of  the  day.  For  instance,  outside 
of  West  Point  and  Annapolis,  there  were  not  half  a  dozen  institutions 
in  the  United  States  offering  advanced  instruction  in  civil  engineering, 
and  none  whatever  giving  instruction  in  electrical  engineering.  For 
the  young  man  looking  to  mining  engineering  his  only  hope  lay  in 
practical  apprenticeship.  There  was  probably  at  the  time  not  a  physics 
laboratory  in  the  country  and  only  theoretical  physics  was  taught. 

The  natural  sciences  were  in  about  the  same  condition.  They 
needed  the  emphasis  of  some  powerful  influence.  The  government 
of  the  United  States,  with  its  power  and  prestige,  gave  to  the  cause 
the  stamp  of  its  approval  and  support.  In  doing  so,  however,  it 
recognized  other  subjects  ;  in  making  special  mention  of  agriculture 
and  mechanic  arts,  it  thereby  emphasized  them,  but  did  not  exclude 
other  subjects.  The  fact  is,  on  the  basis  of  the  grant,  without  violating 
any  of  its  provisions  and  in  perfect  accord  with  the  endowment,  the 
broadest  institutions  of  learning  on  the  continent,  yea,  in  the  world, 
are  founded.  Almost  every  conceivable  interest  of  man  and  subject  are 
investigated  and  taught  in  some  of  the  land  grant  colleges.  It  is  also 
noteworthy  that  agriculture  and  mechanic  arts  are  better  developed 
and  taught  in  those  colleges  that  are  broadest  and  most  cosmopolitan ; 
that  is,  that  have  all  departments  of  a  great  university,  rather  than 
in  those  institutions  which  confine  themselves  to  the  special  subjects 
emphasized  in  the  congressional  act.  In  other  words,  applied  sciences 
are  better  developed  in  the  atmosphere  of  a  genuine  university  as 
defined  by  Ezra  Cornell — "an  institution,  where  any  person  can  find 
instruction  in  any  study." 

The  cosmopolitan  universities,  into  which  some  of  the  land  grant 
colleges  have  developed,  are  in  perfect  harmony  with  the  purpose  of 
Mr.  ]\Iorrill.  This  is  clearly  set  forth  in  one  of  his  later  public 
utterances :     "It  is  perhaps  needless  to  say  that  these  colleges  were 


42  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

not  established  or  endowed  for  the  sole  purpose  of  teaching  agriculture. 
Their  object  was  to  give  an  opportunity  for  those  engaged  in  industrial 
pursuits  to  obtain  some  knowledge  of  the  practical  sciences  related  to 
agriculture  and  the  mechanic  arts :  such  as  they  could  not  then  obtain 
at  most  of  our  institutions  called  classical  colleges." 

Obviously,  not  manual  but  intellectual  instruction  was  the  para- 
mount object.  It  was  not  provided  that  agricultural  labor  in  the 
field  should  be  practically  taught  any  more  than  the  mechanical  trade 
of  a  carpenter  or  blacksmith  should  be  taught.  Moreover,  it  was  a 
liberal  education  that  was  proposed.  Classical  studies  were  not  to 
be  excluded.  The  act  of  1862  proposed  a  comprehensive  system  of 
higher  education,  not  limited  to  a  superficial  and  dwarfed  training, 
such  as  might  be  had  at  an  industrial  school,  nor  a  mere  manual 
training,  such  as  might  be  supplied  by  a  foreman  of  a  workshop  or  by 
the  foreman  of  the  experimental  farm.  Mr.  Morrill  used  to  say  that 
the  convenience  of  an  index  clerk  was  responsible  for  the  name 
''agricultural  college,"  being  commonly  used  in  referring  to  the 
institutions  brought  into  existence  under  the  act  of  1862.  The  breadth 
of  the  author's  view  is  emphasized  in  the  title  of  a  supplemental  bill 
introduced  by  him  December  15,  1873,  which  read  "National  colleges 
for  the  advancement  of  general  scientific  and  industrial  education." 

The  land  grant  act  was  later  amended.  The  occasion  for  the 
amendment  was  that  the  Civil  War  had  made  it  impossible  for  the 
southern  states  to  comply  with  its  provisions  in  time  to  become 
beneficiaries.  For  their  benefit  it  was  amended  July  23,  1866,  extending 
the  time  within  which  states  might  comply  with  the  terms  of  the  act. 
They  were  allowed  three  years  from  the  passage  of  the  amendatory 
act  to  express  their  acceptance,  and  five  years  from  the  date  of  filing 
said  acceptance  to  provide  the  college  required  by  it.  It  was  further 
stipulated  that  territories  becoming  states  could  receive  the  benefits 
of  the  act  by  filing  acceptance  of  its  provisions  within  three  years 
from  the  date  of  their  admission  into  the  Union  and  by  providing  the 
college  required  within  five  years  after  said  acceptance.  Under  this 
amendment  Arkansas  and  other  southern  states  became  beneficiaries 
of  the  act. 


CHAPTER  IV. 


ORGANIC    ACT    OF    THE    UNIVERSITY. 


When  the  land  grant  act  was  passed  Arkansas  was  in  the  throes 
of  the  Civil  War,  and,  of  course,  the  people  were  in  no  humor  to 
consider  the  measure.  Besides,  in  order  to  secure  the  benefits  of  the 
law  they  would  have  to  lay  down  arms,  make  peace  and  submit  to 
such  terms  as  Congress  might  prescribe.  This  they  would  entertain 
no  thought  of  doing  in  1862.  Hence,  the  question  was  not  even  con- 
sidered. However,  physical  conditions  largely  control  human  actions. 
As  the  war  progressed  the  Federals  gained  ground  in  Arkansas.  By 
September,  1863,  they  controlled  the  Arkansas  River  and  the  territory 
north  of  that  stream.  At  once  people  loyal  to  the  Union  took  steps 
to  organize  a  loyal  state  government.  Early  in  1864  an  irregular 
convention  met  in  Little  Rock,  framed  a  constitution  and  submitted 
it  to  the  people  for  ratification.  It  received  almost  the  unanimous 
support  of  those  voting.  According  to  its  provisions  loyal  state 
officials  were  elected,  and  a  new  state  government  was  started  off  with 
Isaac  Murphy  as  governor.  Until  the  close  of  the  war  it  divided 
with  the  confederate  state  government  at  Washington,  in  southeast 
Arkansas,  the  jurisdiction  of  the  State,  the  loyal  government  con- 
trolling north  of  the  Arkansas  River. 

Ark.\nsas  Accepts  the  L.\nd  Grant  Act. 

Act  of  1864. — It  was  this  loyal  government  of  1864  that  took  the 
first  steps  toward  securing  the  benefits  of  the  land  grant  act  for 
Arkansas.  As  early  as  April  29,  1864,  John  I.  Taylor,  representing 
Phillips  and  Monroe  counties  in  the  senate,  introduced  into  that  body 
a  series  of  resolutions,  reciting,  that,  as  the  congressional  act  of  July 
2,  1862,  is  well  known  to  the  members  of  this  general  assembly,  as 
a  state  in  order  to  enjoy  its  benefits  must  accept  its  provisions  within 
two  years  of  its  passage,  and  as  Arkansas  is  excluded  at  present  from 
sharing  its  benefits  because  of  the  existing  rebellion,  this  legislature 
hereby  express  on  behalf  of  Arkansas  het  high  approval  of  said 
donation,  and  pledge  that,  so  soon  as  Congress  will  permit  her  to  do  so, 


44  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

the  State  will  comply  with  the  conditions  of  the  act.  The  resolution 
further  suggested  to  our  representatives  in  Congress  that  they  use 
their  efforts  to  secure  an  extension  of  time  for  acceptance  of  the  act 
by  the  State  of  Arkansas.  Mr.  Taylor  here  presumed  that  Congress 
would  seat  our  senators  and  representatives  recently  elected.  As  a 
matter  of  fact  they  were  refused  their  seats  and  Arkansas  had  no 
representation  in  that  body  until  the  reconstruction  acts  of  Congress 
were  put  into  operation  in  the  State  in  1868.  Mr.  Taylor's  resolutions 
were  favorably  received,  but  on  the  following  da}^  he  withdrew  them. 
The  significance  of  this  action  appeared  when  on  the  same  day  he 
introduced  a  bill  "signifying  the  assent  of  the  general  assembly  of 
Arkansas  to  an  act  of  Congress  in  relation  to  donations  of  public 
lands."  On  maturer  consideration  he  decided  that  a  wiser  course  would 
be  to  presume  that  normal  relations  existed  between  the  loyal  state 
government  of  Arkansas  and  the  general  government,  and  that  as  the 
two  years  for  acceptance  of  the  grant  had  not  expired,  Arkansas  should 
pass  an  act  in  the  ordinary  course  of  legislation  complying  with  the 
conditions.  The  bill  met  with  a  favorable  reception  and  passed  both 
houses  without  a  dissenting  vote.  The  act  was  approved  May  11, 
1864.  It  gave  the  assent  of  the  general  assembly  to  the  donation  and 
pledged  the  faith  and  honor  of  the  State  to  the  faithful  performance 
of  all  the  conditions  required.  It  furthermore  directed  the  secretary 
of  state  to  transmit  a  copy  of  the  act  to  the  secretary  of  the  interior. 

Act  of  1867. 

Jn  1866  the  general  assembly  convened  again.  In  the  meantime 
no  further  steps  had  been  taken  to  make  the  college  land  grant 
effective  in  Arkansas.  Governor  Murphy,  in  his  message,  transmitted 
to  the  legislature  November  8,  1866,  incorporates  as  a  part  of  the 
message  an  address  to  the  people  of  Arkansas  dated  May  10,  1865, 
which  contained  a  strong  paragraph  on  education,  including  his 
recommendations  relative  to  the  land  grant  act.  He  said  the-  State 
by  the  act  of  May  11,  1864,  had  complied  with  the  condition  requiring 
acceptance  within  two  years.  He  entertained  no  doubts  about  the 
legality  of  the  act,  as  the  state  government  was  performing  all  the 
functions  common  to  such  a  government,  and  was  so  recognized  at 
Washington.     The  only  thing  left  for  Arkansas  to  do  to  receive  the 


ORGANIC  ACT  OF  THE  UNIVERSITY.  45 

benefits  of  the  grant  according  to  Governor  Murphy  was  to  provide 
a  college  within  the  prescribed  limit  of  five  years.  To  do  this  would 
require  quick  action  on  the  part  of  the  general  assembly.  The  governor 
not  only  appreciated  the  importance  of  a  good  system  of  common 
schools  and  the  value  of  the  old  line  classical  education,  but  moreover, 
was  in  sympathy  with  schools  of  agriculture  and  of  technology.  He 
looked  upon  "the  educated  and  refined  cultivator  of  the  soil  as  a 
gentleman  occupying  the  most  elevated  and  independent  position  in 
society."  He  therefore  urged  upon  the  general  assembly  to  establish 
an  agricultural  college  as  a  part  of  a  general  scheme  of  public  education. 
This  part  of  the  governor's  message  was  referred  to  the  committee 
on  state  lands  in  the  senate,  and  on  November  24,  1866,  William 
Hicks,  senator  from  White  and  Jackson  counties,  chairman  of  said 
committee,  reported  a  bill  signifying  the  assent  of  Arkansas  to  the 
land  grant  act.  It  will  be  remembered  that  on  July  23,  1866,  Congress 
had  amended  the  act  of  1862,  extending  the  time  within  which  states 
might  accept  the  grant  to  three  years  from  the  date  of  the  amendatory 
act,  and  the  time  for  providing  a  college,  to  five  years  from  the  date 
of  filing  the  acceptance.  It  was  in  accordance  with  the  provisions  of 
this  act  that  the  new  bill  to  accept  the  grant  was  proposed.  A\'hen 
introduced  the  bill  contained  a  paragraph  declaring  that  Arkansas 
was  not  in  rebellion  or  insurrection  against  the  government  of  the 
United  States,  and  was  therefore  entitled  to  the  benefits  of  the  act. 
This  provision  was  doubtless  suggested  by  the  continued  refusal  of 
Congress  to  admit  our  representatives  to  seats  in  that  body.  The 
clause  was  later  stricken  out.  As  amended  the  bill  passed  both  houses 
and  became  a  law  January  31,  1867.  In  addition  to  accepting  the 
grant  in  general  terms  as  did  the  act  of  1864,  this  law  went  into  details, 
promising  to  replace  in  case  of  loss  any  portion  of  the  fund  or  interest 
derived  from  the  land  grant,  to  allow  no  part  of  the  fund  to  be  used 
on  buildings,  to  provide  at  least  one  college  within  five  years,  and  to 
make  the  required  annual  reports.  It  is  perhaps  fortunate  that  the 
general  assembly  decided  to  pass  another  act  of  acceptance  and  not 
to  stand  with  the  governor  on  the  proposition  that  the  act  of  1864 
was  sufficient.  While  the  constitution  and  government  of  Arkansas 
in  1867  were  the  same  as  in  1864,  yet  the  war  was  still  in  progress 
and  a  large  part  of  the  State  was  still  in  rebellion  in  the  latter  year. 


46  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

But  the  Murphy  government  was  not  permitted  to  carry  out  its 
plan  of  establishing  the  university.  It  had  shown  its  purpose  in  two 
acts  of  the  legislature  accepting  the  grant  and  in  a  positive  utterance 
of  the  governor.  In  less  than  two  months,  however,  from  the  passage 
of  the  last  act  of  acceptance,  the  first  reconstruction  acts  of  Congress 
were  passed.  They  overturned  the  Murphy  government  and  supplanted 
it  with  military  rule,  Arkansas  being  made  a  part  of  the  fourth  military 
district  under  General  Ord.  It  is  true  that  a  part  of  the  civil  officers 
of  the  State,  including  Governor  Murphy  himself,  were  permitted  to 
exercise  their  functions,  yet  they  were  subject  to  the  paramount 
authority  of  the  military.  According  to  the  provisions  of  the  recon- 
struction acts,  a  constitutional  convention  convened  at  Little  Rock  in 
January,  1868,  and  framed  a  new  constitution,  creating  a  new  state 
government  presumably  more  loyal  than  the  Murphy  government. 
Under  this  constitution  the  reconstruction  government  controlled  the 
State  for  six  years.  The  article  in  the  constitution  on  education 
contained  a  clause  making  it  the  duty  of  the  general  assembly,  as 
soon  as  funds  were  available,  to  "establish  and  maintain  a  State 
University  with  departments  for  instruction  in  teaching,  in  agriculture 
and  the  natural  sciences." 

Act  of  1868. 

The  general  assembly,  at  its  first  session  under  the  new  constitution, 
took  up  the  university  question  and  passed  an  act  approved  July  23, 
1868,  entitled  "An  Act  Establishing  an  Industrial  University."  It 
pledged  the  faithful  application  of  the  income  from  the  endowment 
to  the  legitimate  expenses  of  the  institution,  and  forecast  in  a 
general  way  what  would  be  included  in  the  course  of  study.  It 
provided  that  in  addition  to  the  usual  course  of  study  prescribed 
in  universities  there  should  be  taught  "agriculture,  mechanic  arts, 
engineering  and  military  science."  The  tuition  in  the  university 
should  be  as  nearly  free  as  possible,  and  free  scholarships  were  to  be 
provided  for  the  descendants  of  the  soldiers  and  seamen  of  the  United 
States  in  the  late  war,  and  one  such  scholarship  for  the  brightest  and 
most  proficient  scholar  in  the  public  schools  of  each  county.  A  board 
of  trustees,  consisting  of  the  superintendent  of  public  instruction  and 


ORGANIC  ACT  OF  THE  UNIVERSITY.  47 


one  member  from  each  judicial  district  appointed  by  the  governor, 
was  created.      • 

Individuals,  towns,  counties,  cities  and  townships  were  authorized 
to  bid  for  the  location  of  the  university.  Counties,  cities,  townships 
and  incorporated  towns  through  their  constituted  authorities  for  the 
purposes  of  the  act  were  authorized  to  subscribe  such  amounts  as  they 
might  see  fit,  and  to  provide  for  it  by  taxation  or  by  the  issue  of  bonds 
payable  in  not  exceeding  twenty  years  and  bearing  not  over  ten  per 
cent,  interest.  Before  such  a  subscription  was  complete  there  must 
be  a  petition  signed  by  one  hundred  legal  voters  praying  for  an  election 
to  be  held  to  decide  upon  the  proposed  bid.  The  election  was  to  be 
held  and  returns  made  according  to  the  law  governing  elections.  A 
majority  vote  was  to  prevail.  The  vote  taken  in  accordance  with  this 
act  was  made  binding  upon  the  inhabitants  of  any  county,  city, 
township  or  incorporated  town,  and  the  proper  authorities  thereof 
might  make  and  enforce  any  orders  for  carrying  the  objects  of  the 
act  into  efifect. 

The  location  of  the  university  was  to  remain  open  to  competitive 
bids  until  the  first  day  of  the  next  session  of  the  general  assembly. 
Upon  that  day  the  board  was  required  to  meet  at  the  capital  and  make 
a  full  report  to  the  legislature.  "Upon  receipt  of  the  report  of  the 
board  the  general  assembly  shall,  by  proper  legislation,  accept  the 
proposal  or  bid  made  in  behalf  of  such  location,  which  shall  be  the 
highest  in  amount  and  the  most  advantageous  to  the  interests  of 
education  in  this  State."  That  practically  nothing  was  done  under 
this  act  is  best  shown  by  the  following  report  of  the  board  made 
through  the  superintendent  of  public  instruction  at  the  opening  of 
the  legislature  of  1871 :  'Tn  the  multiplicity  of  matters  claiming 
attention,  the  subject  of  the  report  to  the  legislature  had  been 
overlooked  until  recently,  and  the  provisions  of  the  law  of  1868  have 
been  in  great  part  neglected  to  be  carried  into  efifect,  the  governor 
not  having  appointed  the  members  from  the  several  judicial  districts 
in  time  to  advertise  propositions  from  the  different  parts  of  the  State, 
so  as  to  be  able  to  make  report  to  the  general  assembly  at  the  opening 
of  the  session.  They  hope  to  be  able  to  report  fully  before  the 
adjournment  of  the  legislature."  The  governor,  in  fact,  had  not 
appointed  the  board  until  December  31,  1870.     It  consisted  of  W.  M. 


48  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Wygant,  E.  R.  Knight,  W.  H.  Gillen,  Wm.  H.  H.  Clayton,  E.  E. 
Henderson,  W.  A.  Stewart,  F.  M.  Chrismas,  David  C.  Casey,  H.  A. 
Millen  and  John  H.  Hutchinson.  Only  one  name,  that  of  H.  A. 
Millen,  appears  on  the  first  active  board. 

Organic  Act  of  1871. 

But  the  board  never  made  a  further  report,  and  the  general 
assembly  wisely  proceeded  to  rewrite  the  law  on  the  subject,  that  of 
1868  being  crude  and  incomplete.  This  effort  resulted  in  the  organic 
act  of  March  27,  1871,  entitled  "An  act  for  the  location,  organization 
and  maintenance  of  the  Arkansas  Industrial  University  with  a  normal 
department  therein."  The  state  treasurer  was  made  the  financial  agent 
to  receive  the  land  scrip  to  which  the  State  was  entitled  under  the  act  of 
1862,  and,  under  the  direction  of  the  board  of  trustees,  to  sell  the  same 
and  to  invest  the  proceeds  in  government  bonds.  The  act  created  a 
board  of  trustees  of  eleven  members,  consisting  of  the  state  superin- 
tendent of  public  instruction,  ex-officio  president,  and  one  member  from 
each  judicial  circuit  to  be  elected  by  the  legislature.  In  the  event  of  the 
failure  of  the  legislature  to  elect,  the  governor  was  empowered  to 
appoint  the  trustees.  The  board  was  authorized  to  form  themselves 
into  a  body  corporate  under  the  general  laws  of  the  State  and  as  such 
to  exercise  all  of  the  powers  of  like  corporations  in  the  execution  of 
the  objects  of  the  trust.  A  majority  constituted  a  quorum,  but  a 
smaller  number  might  adjourn  from  day  to  day  and  send  for  absent 
members.  The  president,  upon  his  own  initiative,  or  upon  the  petition 
of  three  members,  could  call  meetings  of  the  board.  The  members 
were  allowed  their  expenses  and  a  per  diem  of  $2.50  each  while  in  the 
discharge  of  official  business. 

The  board  was  authorized  to  elect  one  of  its  members  secretary 
and  another  treasurer,  and  to  fix  a  small  compensation  for  the  services 
of  each.  The  treasurer  was  to  be  a  bonded  officer.  He  was  authorized, 
under  the  direction  of  the  board,  to  draw  from  the  state  treasury 
money  as  needed ;  provided,  that  he  did  not  draw  or  have  out  at  any 
one  time  more  than  $10,000.  It  was  made  the  duty  of  the  president 
of  the  board  to  make  on  behalf  of  that  body  biennial  reports  to  the 
governor,  setting  forth  in  detail  the  condition  and  work  of  the 
university,  all  business  transactions  of  the  board  and  the  financial 


ORGANIC  ACT  OF  THE  UNIVERSITY.  49 

condition  of  the  institution.  Moreover,  he  was  to  recommend  such 
legislation  as  the  interests  of  the  university  required.  The  board  was 
clothed  with  the  power  to  locate,  organize  and  manage  the  university. 

Any  county,  city  or  incorporated  town  was  authorized  to  bid  for 
the  location  of  the  university,  and  to  raise  the  money  subscribed  either 
by  taxation  or  by  the  issue  of  bonds  payable  in  not  over  thirty  years, 
and  bearing  not  to  exceed  eight  per  cent,  semi-annual  interest.  Where 
any  community  desired  to  bid  for  the  location,  upon  the  prayer  of 
fifty  or  more  voters,  the  city  council  or  county  court,  as  the  case  might 
be,  was  directed  to  meet  on  the  first  ^Monday  of  July,  1871,  fix  the 
amount  of  the  bid,  and  submit  the  question  to  the  electors,  giving  at 
least  ten  days'  notice.  The  time  fixed  for  the  elections  to  determine 
bids  was  the  first  Alonday  in  August,  1871.  A  majority  cast  in  favor 
of  the  proposed  bid  adopted  it.  The  returns  of  all  such  elections  were 
to  be  made  to  the  county  clerk,  and  he  in  turn  was-  required  to  certify 
the  results  of  the  election  to  the  superintendent  of  public  instruction. 
All  bids  must  appear  in  the  records  of  the  county  or  city. 

The  trustees  were  to  meet  on  the  third  ^Monday  in  iSeptember  at 
the  office  of  the  state  superintendent  to  canvass  the  bids.  They  were 
authorized  to  adopt  any  means  necessary  to  determine  the  solvency 
of  the  bidders  and  the  character  of  the  places  seeking  the  location. 
They  were  furthermore  directed,  in  determining  the  location,  to 
consider  "health,  accessibility  and  other  vital  interests,"  also  the 
adaptability  of  the  location  to  the  leading  sciences  to  be  taught,  the 
climate  and  healthfulness  of  the  place,  the  cost  of  building  and  supplies 
necessary  for  the  institution,  and  the  interest  of  such  beneficiaries  as 
it  is  intended  to  aid,  and  thus  considering  shall  locate  according  to 
the  highest  and  best  bid." 

The  Locatiox  to  be  Permanent. 

The  law  sought  to  make  the  location  final  when  once  fixed,  binding 
alike  upon  the  community  and  the  State.  When  the  board  accepted 
any  ofifer  and  located  the  university  in  accordance  with  the  terms  of 
the  offer,  "then  the  liability  of  such  county,  city  or  town  shall  be 
irrevocable,  and  forever  fixed  and  binding."  Section  six  reemphasized 
the  permanency  of  the  location  in  rather  strong  language :  "and  when 


50  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

a  location  is  made  by  such  trustees,  if  made  upon  and  in  accordance 
with  such  bid,  such  location,  in  consideration  of  the  sum  so  bid,  shall 
thereafter  be  irrevocable  by  the  State,  and  all  moneys,  emoluments, 
benefits  and  advantages  derived,  or  to  be  derived  from  the  donations, 
grants,  endowments,  bids,  subscriptions,  of  or  from  the  Congress  of 
the  United  States,  and  the  act  donating  public  lands  to  the  several 
states  and  territories  which  may  provide  colleges  for  the  benefit  of 
agriculture  and  the  mechanic  arts,  approved  July  2,  1862,  or  otherwise ; 
or  from  the  State,  or  any  county,  city  or  town  corporation,  or 
individual  for  an  agricultural  and  mechanical,  or  normal  college,  in 
this  State,  shall  pass  to  and  rest  in  said  State,  for  the  use  of  said 
institution  so  located,  and  without  diminution  or  division,  shall  be 
kept,  used  and  expended  for  the  sole  benefit  of  said  university,  at 
the  place  of  such  location,  and  not  elsewhere  ;  and  while  the  donations, 
bids  and  subscriptions  of  individuals,  counties,  cities  or  towns  shall 
be  irrevocable  and  forever  binding  upon  them,  the  faith  and  credit 
of  the  State  is  pledged  to  carry  out  this  agreement  and  act  on  her 
part." 

The  interests  of  the  community  securing  the  location  were  further 
protected  by  a  requirement,  that  it  should  be  given  first  option  on  the 
sale  of  bonds  issued  by  it  to  secure  the  university,  and  by  a  proviso 
that  it  should  not  be  required  to  pay  interest  on  its  bonds  for  more 
than  one  year  before  the  university  buildings  were  erected  and  the 
school  opened.  All  property  or  bonds  accepted  in  consideration  of 
location  were  made  a  part  of  the  funds  of  the  university,  to  be  held 
by  the  treasurer  as  financial  agent  and  by  him  sold  or  deposited  under 
the  directions  of  the  board.  Purchasers  of  city  or  county  bonds  issued 
under  this  act  were  protected  by  a  provision  requiring  the  county 
court  or  city  council  to  levy  an  annual  tax  to  cover  the  interest. 
Upon  a  failure  to  do  so  it  became  the  duty  of  any  court  of  competent 
jurisdiction  to  compel  specific  performance.  It  was  further  provided 
that,  if  there  was  no  bid,  the  board  should  proceed  to  locate  the 
university  at  such  a  place  as  the  best  interest  of  the  people  of  the 
State  required. 

The  act  made  it  the  duty  of  the  board  to  erect  university  buildings 
equal  in  value  to  all  donations  received  for  the  location.  For  the 
performance  of  this  duty  it  was  given  all  the  pQwers  necessary  to 


ORGANIC  ACT  OF  THE  UNIVERSITY.  51 

employ  architects,  to  adopt  plans  and  specifications,  and  to  construct 
buildings.  Should  the  community  securing  the  location  not  donate 
as  much  as  100  acres  of  land,  it  was  made  the  duty  of  the  board  to 
purchase  not  less  than  160  acres  nor  more  than  640  acres.  As  no  part 
of  the  proceeds  of  the  federal  grant  could  be  used  for  buildings,  and 
as  the  money  that  might  be  derived  from  the  successful  bidder  for  the 
location  would  not  be  available  in  time  for  the  erection  of  buildings 
within  the  time  prescribed  by  the  amendatory  act  of  Congress  dated 
July  23,  1866,  the  organic  act  appropriated  $50,000  to  be  expended  in 
purchasing  a  site,  in  erecting  buildings  and  in  organizing  the  univer- 
sity. The  board  was  further  authorized  to  employ  all  professors 
and  officers  necessary,  to  fix  their  salaries,  and  make  such  rules  and 
regulations  concerning  the  government  and  discipline  of  the  "university 
as  it  might  deem  wise.  The  power  to  rriake  rules  governing  scholar- 
ships was  also  lodged  with  the  trustees.  Lest  the  power  to  perform 
something  vital  to  the  interest  of  the  proposed  institution  were  left 
out,  a  sweeping  provision  was  inserted  conferring  upon  the  board 
authority  to  do  anything  necessary  to  give  force  and  effect  to  the  act 
and  to  organize  completely  and  put  into  full  operation  the  university. 

Branch  Normal. 

On  April  25,  1873,  an  act  supplementary  to  the  act  creating  the 
university  was  approved.  It  provided  for  the  establishment  of  a 
branch  normal  college  to  be  under  the  control  of  thd  trustees  of  the 
main  university.  This  college  was  created  for  the  benefit  of  the 
colored  population,  though  there  is  nothing  in  the  act  to  suggest 
the  fact.  It  does  not  contain  the  word  "colored"'  or  "negro."  The 
framers  were  careful  not  to  recognize  in  the  law  the  element  of  race. 
In  selecting  the  location  the  board  was  directed  to  consider  "the 
interests  of  the  State,  and  especially  the  convenience  and  well-being 
of  the  poorer  classes."  On  account  of  the  location  of  the  main  institu- 
tion, it  was  provided  that  the  branch  normal  should  be  placed  south, 
east  or  southeast  of  Pulaski  County.  Hence  the  law  required  the 
normal  to  be  located  in  the  heart  of  the  colored  population  of  the 
State.  The  act  contemplated  that  donations  would  be  made  for  the 
location  and  the  trustees  were  directed  to  receive  and  apply  the  same 
on  the  purchase  of  grounds  and  the  construction  of  buildings.     The 


52  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


branch  normal  was  to  be  under  the  same  general  regulations  as  was 
the  university.  Students  were  to  be  admitted  to  the  same  courses, 
upon  the  same  conditions  and  qualifications  as  they  were  at  the  main 
institution.  It  was  furthermore  made  the  duty  of  the  board  to  furnish 
the  college  with  instructors  and  professors  equal  in  number  and 
attainments  to  those  in  the  normal  department  of  the  main  university, 
to  prescribe  the  same  books,  course  of  study  and  proficiency  required, 
and  to  bestow  the  same  degrees  and  honors  as  were  conferred  in  the 
main  normal  college.  All  the  provisions  of  the  organic  act  of  1871 
respecting  the  organization,  government  and  maintenance  of  the 
university  except  those  inconsistent  with  this  act  were  to  be  applied 
to  the  branch  normal  college.  The  board  was  directed  to  proceed 
with  the  construction  of  buildings  and  the  organization  of  the  school 
as  soon  as  practicable. 

Summary. 

Such  in  brief  is  an  analysis  of  the  organic  act  of  the  university. 
The  general  assembly  had  undertaken  a  great  task — the  problem  of 
organizing  a  university,  of  determining  the  higher  educational  policy 
of  the  State,  of  laying  the  foundation  of  an  institution  destined  to 
influence  largely  the  history  of  a  great  commonwealth.  It  was  not, 
however,  a  new  problem.  Other  states  had  gone  on  before.  It  was 
a  question  upon  the  solution  of  which  she  might  bring  to  bear  the 
experience  of  other  states.  It  must  be  confessed,  however,  that  this 
experience  did  not  throw  much  light  upon  the  problem.  Most 
American  state  universities  and  all  land  grant  colleges  were  young, 
and  while  some  of  them  have  grown  into  great  institutions,  that 
development  has  been  since  the  organization  of  the  University  of 
Arkansas.  They  were  still  in  their  swaddling  clothes  in  1871.  The 
country  was  still  in  the  experimental  stage.  The  fact  is,  the  problem 
of  the  American  state  university  had  yet  to  be  worked  out;  it  can 
scarcely  be  said  to  have  been  even  typed  in  1871.  If  Arkansas  made 
mistakes  in  connection  with  her  university,  she  has  had  the  common 
experience  of  mankind  in  dealing  with  new  questions. 

Some  things  are  remarkable  for  their  absence  from  the  organic 
act.  For  instance  no  reference  is  made  to  degrees.  In  fact  no  law 
has  directly  bestowed  upon  the  university  the  degree-conferring  power. 


ORGANIC  ACT  OF  THE  UNIVERSITY.  53 

It  is  noteworthy  that  no  degrees  were  conferred  on  the  first  graduating 
class.  They  were  merely  called  graduates  and  are  so  listed  in  all 
catalogues.  Neither  does  the  law  say  anything  about  high  schools 
nor  did  the  State  at  the  time  have  any  statute  dealing  with  the  subject. 
Moreover  there  were  the  fewest  secondary  schools  in  the  State  and 
they  were  private.  There  were  no  public  high  schools  except  in  Little 
Rock,  which  established  its  high  school  in  1869.  A  system  of  good 
high  schools  is  a  necessary  basis  for  a  real  state  university,  yet  no 
provision  was  made  for  them  in  founding  the  University  of  Arkansas. 
When  the  institution  was  put  into  operation,  however,  those  in 
authority  regarded  the  preparatory  department  as  a  temporary  evil 
to  be  gotten  rid  of  as  soon  as  the  high  schools  were  sufficiently 
developed.  It  is  also  noteworthy  that  the  act  does  not  attempt  to 
prescribe  the  course  of  study,  nor  the  subjects  to  be  taught.  It  does 
not  even  quote  the  provision  of  the  land  grant  act  on  that  subject. 
Neither  does  it  go  into  details  in  providing  for  the  organization  and 
government  of  the  university;  indeed,  it  does  not  so  much  as  indicate 
the  broad  outline  of  its  organization.  It  does  not  even  emphasize 
agriculture  and  mechanic  arts  unless  making  it  the  duty  of  the  board 
to  carry  on  the  university  "according  to  the  true  spirit  and  intent 
of  the  acts  of  Congress"  is  construed  in  that  light.  The  act  does  not 
mention  them.  The  normal  feature  may  be  said  to  be  emphasized 
in  that  it  is  mentioned  in  the  title  of  the  act,  though  even  it  is  barely 
referred  to  in  the  body  of  the  law.  Moreover  the  law  makers  did  not 
say  what  professorships  should  be  created  nor  did  they  fix  the  salaries 
of  teachers  and  officers. 

A  Cosmopolitan  University  Planned. 

All  this  was  wise.  Even  a  provision  regarding  high  schools  would 
probably  have  been  premature.  The  board  was  clothed  with  plenary 
powers  regarding  the  university.  It  was  authorized  to  fix  the  courses 
of  study,  to  create  professorships  ad  libitum,  to  fix  salaries,  and  to 
make  changes  as  developments  suggested.  There  is  a  tradition  that 
Judge  Lafayette  Gregg  was  the  author  of  the  act  of  1871.  Whoever 
the  author  was,  it  is  creditable  alike  to  him  and  to  the  general  assembly 
that  passed  it.  The  wisdom  of  the  act  lies  in  its  breadth  and  general 
character,  in  the  absence  of  details  with  respect  to  prganization  and 


54  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


course  of  study,  in  the  failure  of  the  general  assembly  to  tie  the  hands 
of  the  future  by  superimposing  in  advance  its  solution  of  university 
problems.  Hence  the  act  gave  liberty  and  opportunity  for  expansion 
as  future  needs  suggested.  Section  eleven  illustrates  this.  After  it 
had  enjoined  economy  upon  the  board  by  forbidding  the  creation  at 
first  of  professorships  not  absolutely  required,  it  adds  "but  they  may, 
from  time  to  time  as  the  finances  will  allow,  and  the  advancement 
and  necessities  of  the  institution  require,  fill  other  chairs,  and  add  to 
the  buildings,  furniture,  libraries,  apparatus  and  other  things  proper 
to  the  full  operation  and  well  being  of  a  first-class  university."  [Italics 
the  author's.]  This  clause  taken  in  connection  with  the  act  of  1868, 
which  was  still  law,  throws  light  on  the  purpose  of  the  founders  of  the 
university. 

With  respect  to  the  course  of  study  the  act  of  1868  provided  that 
there  should  be  taught  in  the  proposed  university,  "in  addition  to  the 
usual  course  of  study  prescribed  in  universities,  the  science  and 
practice  of  agriculture,  the  mechanic  arts,  engineering."  Note  that 
agriculture  and  the  industrial  arts  were  to  be  added  to  the  "usual 
course  of  study  prescribed  in  universities."  Evidently  the  founders 
were  not  proposing  to  found  merely  an  agricultural  and  mechanical 
college.  If  further  proof  of  this  were  necessary,  the  part  of  section 
eleven  of  the  act  of  1871  quoted  above  would  afford  it.  It  provides 
that  from  time  to  time  additions  may  be  made  to  the  professorships, 
equipments,  libraries  and  buildings,  so  as  to  make  it  a  "first-class 
university."  Here  we  probably  have  a  key  to  the  purpose  of  the 
founders,  namely,  that  the  institution  should  ultimately  develop  into 
a  general  university  with  all  departments  of  the  arts  and  sciences, 
both  pure  and  applied.  Whether  they  had  such  an  institution  in  mind, 
they  certainly  framed  an  act  sufficiently  broad  to  base  such  a 
university  upon.  Either  view  of  the  case  is  creditable  to  the  framers. 
The  higher  educational  needs  of  all  important  classes  of  society  should 
be  provided  for  by  a  state.  Whether  it  was  wiser  to  supply  these 
wants  in  one  great  university  or  in  a  number  of  separate  technical 
and  scientific  schools  for  the  different  classes  was  in  1871  unsolved. 
Subsequent  experience  has  shown  that  the  concentration  of  these 
schools  into  one  institution  is  better  than  segregation.  On  the  side 
of  concentratioi\  are  economy,  efficiency,  stronger  intellectual  atmos- 


ORGANIC  ACT  OF  THE  UNIVERSITY.  55 

phere,  and  broadening  and  democratizing  influences.  Segregation  into 
a  number  of  isolated  schools  means  duplication  of  plants,  teachers, 
and  equipments,  hence  inefficiency ;  it  means  accentuation  of  class 
prejudices  in  the  industrial  world  and  a  lower  plane  of  intellectual  life. 
In  the  light  of  these  facts  the  failure  to  give  prominence  to 
agriculture  and  mechanic  arts  in  the  act  of  1871  is  perhaps  not 
censurable.  If  they  had  in  mind  the  larger  university,  the  interests 
of  agriculture  and  technology  were  protected.  But  even  if  the  failure 
to  emphasize  them  was  because  the  founders  did  not  appreciate  the 
great  value  of  the  applied  sciences  as  we  do  today,  it  is  still  of  no 
consequence,  because  they  laid  a  sufficiently  broad  foundation  for 
all  interests  to  build  upon.  In  fact,  at  that  time  only  the  few  did 
appreciate  the  importance  of  agriculture  and  mechanic  arts.  These 
departments  were  weak  in  practically  all  American  state  universities 
in  1871.  Three  years  later  in  the  University  of  Wisconsin  there  were 
no  students  in  mechanic  arts  and  only  thirty-six  in  agriculture ; 
there  were  none  in  either  department  in  the  universities  of  Indiana, 
California,  Minnesota,  Missouri,  and  Mississippi.  The  State  had 
therefore  started  to  build  wisely.  The  university  of -today  has  no 
complaint  to  file  against  those  who  framed  the  organic  act.  They  did 
their  work  well. 


CHAPTER  V. 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY. 


The  organic  act  of  1871  created  a  board  of  trustees  consisting- 
of  eleven  members,  the  state  superintendent  of  public  instruction, 
ex-officio  president,  and  ten  elective  members,  one  from  each  judicial 
circuit  to  be  elected  by  a  joint  meeting  of  the  two  houses  of  the 
legislature.  The  act  passed  the  house  about  midnight  of  the  24th 
of  March,  1871.  In  the  afternoon  of  the  following  day,  the  last  of  the 
session,  the  house  and  senate  met  in  joint  session  and  elected  the 
following  as  members  of  the  board  of  trustees :  John  E.  Bennett, 
:\I.  A.  Cohn,  P.  H.  Young,  A.  S.  Prather,  H.  C.  C.  Botefiihr,  John  N. 
Sarber,  A.  W.  Bishop,  E.  J.  Searle,  H.  A.  Alillen,  and  John  M.  Clayton. 
Two  of  the  trustees  were  members  of  the  supreme  bench,  John  E. 
Bennett  and  E.  J.  Searle ;  another,  A.  W.  Bishop,  a  graduate  of  Yale, 
had  come  to  Arkansas  as  an  officer  of  the  federal  army ;  another, 
John  'SI.  Clayton,  was  a  planter  and  a  brother  of  Powell  Clayton,  who 
had  lately  resigned  the  office  of  governor,  to  accept  the  position  of 
United  States  senator.  Thos.  Smith,  state  superintendent,  was 
chairman  of  the  board.  He  had  come  to  Little  Rock  in  1864  as 
a  surgeon  in  the  Union  army.  He  was  elected  superintendent  of 
public  instruction  in  1868  and  served  as  such  until  1873.  In  point 
of  ability  the  board  was  above  the  average,  though  the  men  had 
no  particular  qualifications  for  the  work  of  organizing  and  shaping 
the  policy  of  a  university.  There  was  not  an  educational  expert 
among  them.  The  majority  of  them  were  in  politics.  In  general  it 
may  be  said  that  those  in  authority  have  never  seen  fit  to  place  educa- 
tors on  the  board.  Upon  a  whole  men  in  politics  either  for  themselves 
or  for  others  have  constituted  too  large  an  element  in  the  personnel 
of  the  university  trustees. 

The  Question  of  Location  Before  the  Board. 

The  immediate  problems  before  the  board  were  the  location  of  the 
university,  the  construction  of  the  buildings,  the  organization  of  the 
institution,  and  the  administration  of  the  endowment.     These  were 


58  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

all  vital  questions,  upon  the  wise  solution  of  which  the  future  of  the 
university  largely  depended.  The  first  of  these  problems  was  the 
location  of  the  institution.  The  organic  act  threw  the  question  open 
to  competitive  bids  and  fixed  the  third  Monday  in  September,  1871, 
as  the  date  and  the  office  of  the  superintendent  of  public  instruction 
as  the  place  for  the  board  to  meet  for  the  purpose  of  examining 
the  bids  and  determining  the  location.  Counties  and  towns  were 
authorized  to  vote  bonds  and  ofifer  them  as  a  bonus  for  the  location. 
In  keeping  with  the  requirements  of  the  act  the  board  met  at  Little 
Rock,  September  18,  1871,  all  members  being  present.  The  trustees 
elected  M.  A.  Cohn,  secretary,  and  created  a  committee  to  which  they 
referred  the  bids  for  the  location  with  instructions  to  report  thereon 
at  an  early  hour.  Accordingly,  at  an  adjourned  meeting  in  the  after- 
noon the  committee  reported  the  classification  of  the  bids.  It  found 
that  Washington  County  had  voted  one  hundred  thousand  dollars  in 
thirty  year  bonds,  bearing  eight  per  cent,  interest  for  the  location 
anywhere  in  the  county,  that  the  town  of  Fayetteville  in  said  county 
liad  offered  thirty  thousand  dollars  in  eight  per  cent,  thirty  year  ])onds 
for  the  location  within  the  town  ;  that  in  addition,  three  citizens  had 
offered  lands  conditioned  upon  the  location  of  the  university  anywhere 
in  the  county,  namely,  David  Walker  280  acres,  Lafayette  Gregg  120 
acres  and  William  A.  Britton  20  acres,  and  that  in  addition  the 
people  of  Prairie  Grove  Valley  in  Washington  County  offered  for  the 
location  within  said  valley  866  acres  of  land  and  $7,350  in  interest- 
bearing  notes.  They  furthermore  reported  that  the  city  of  Batesville 
had  voted  $50,000  to  secure  the  location  of  the  university.  S.  H. 
Nieman  of  Pulaski  County  offered  one  hundred  and  sixty  acres  three 
miles  west  of  Jackson  Springs. 

Committee  Visits  Fayetteville  and  Batesville. 

Upon  hearing  the  report  of  the  committee  the  board  fixed  the 
location  of  the  university  as  a  special  order  for  the  next  day.  A 
second  committee  consisting  of  the  two  members  of  the  supreme 
court  and  of  Mr.  Clayton  was  constituted  to  report  "the  nature  and 
legality  of  the  bids,  as  well  as  the  solvency  of  the  bidders."  At  a 
meeting  of  the  board  the  following  day  the  committee  reported.  Its 
findings  were  that  the  forms  of  law  had  been  complied  with  in  the 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  59 

Washington  County  bid,  that  there  were  perhaps  some  irregularities 
in  the  bid  of  the  town  of  Fayetteville,  that,  as  to  the  solvency  of  the 
private  parties  making  donations,  the  committee  had  no  means  of 
knowing,  and  that  with  respect  to  the  bid  of  $50,000  by  Batesville 
the  committee  did  not  find  the  forms  of  law  sufficiently  complied  with 
to  establish  the  validity  or  solvency  of  the  donation.  In  conclusion 
the  committee  was  of  opinion  that  a  personal  visit  to  A\'ashington 
and  Independence  counties  was  necessary  to  furnish  the  trustees  with 
sufficient  information  for  them  to  act  intelligently,  and  therefore 
recommended  the  appointment  of  a  committee  charged  with  the  duty 
of  visiting  these  counties,  of  ascertaining  more  accurately  the  solvency 
of  bidders,  the  full  status  of  all  bids,  and  of  reporting  their  findings 
to  the  board.  The  recommendation  was  adopted  and  trustees  Searle, 
Bennett  and  Bishop  were  appointed  to  perform  this  duty.  A  stronger 
committee  could  not  have  been  selected,  composed  as  it  was  of  two 
members  of  the  supreme  court  and  a  federal  general  who  later  became 
president  of  the  university. 

The  board  also  took  an  important  step  looking  toward  the  proper 
organization  of  the  institution.  By  invitation  a  man  styled  General 
Brayman,  presumably  experienced  in  educational  affairs,  addressed 
the  trustees  on  the  Agricultural  College  of  Illinois.  Probabh'  growing 
out  of  this  address  the  board  constituted  Millen,  Young  and  Sarber 
a  committee  to  visit  Illinois  and  Michigan,  to  investigate  the  workings 
of  their  agricultural  colleges,  and  to  report  back  such  information 
as  would  assist  the  trustees  here  in  working  out  the  problems  before 
them.  The  board  then  adjourned  to  meet  at  the  same  place  October 
12  to  hear  reports  from  its  committees. 

Report  of  the  Committee  on  Location. — The  board  convened  again 
on  October  12  to  hear  the  reports  of  the  committees,  but,  as  there  was 
not  a  quorum  present,  it  adjourned  from  day  to  day  until  October  16 
when  all  members  were  present  except  Trustees  Sarber  and  Millen. 
The  committee  to  visit  Washington  and  Independence  counties  made 
their  report.  They  were  gratified  at  the  heartiness  of  their  reception  at 
both  places.  At  Batesville  they  found  that  the  county  records  showed 
that  on  the  first  Monday  in  July,  1871,  the  county  court  had  ordered  an 
election  to  decide  whether  the  county  court  should  subscribe  $100,000 
in  bonds  for  the  location  of  the  universitv.     Accordingflv  an  election 


60  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

was  held  in  fourteen  out  of  seventeen  precincts,  at  which  election,  of 
the  590  votes  cast,  428  were  against  and  162  for  the  subscription.  The 
records  of  the  town  of  Batesville  showed  that  on  July  13,  upon  the 
basis  of  a  petition  that  the  town  subscribe  $40,000  for  the  location, 
the  town  council  ordered  the  submission  to  the  voters  of  the 
proposition  of  a  bid  of  $50,000.  At  the  election  held  August  7,  the 
vote  stood  90  for  and  none  against  the  proposed  bid.  The  forms  of 
law  had  been  fully  complied  with.  The  committee  was  favorably 
impressed  with  the  climate,  the  timber,  the  quarries  of  sandstone, 
limestone  and  marble,  and  with  the  citizenship.  Batesville  was  a 
growing  town  with  a  population  of  some  1,100  thrifty  citizens  and 
would  be  able  to  pay  off  the  bonds.  The  people  were  intelligent  and 
appreciative  friends  of  the  cause  of  education.  They  knew  the  value 
of  the  university.  Besides  the  bid  of  $50,000  by  the  town,  beautiful 
sites  for  the  institution  and  private  subscriptions  in  land  and  money 
amounting  to  some  $19,000  were  offered  free  of  cost  to  the  board. 

After  an  examination  of  the  situation  at  Batesville  the  committee 
proceeded  to  Fayetteville,  where  they  were  given  a  hearty  reception 
at  the  court  house,  to  which  tickets  had  previously  been  issued  by  the 
mayor.  At  this  meeting  Professor  Morgan  H.  Looney,  a  high  school 
man  of  local  celebrity,  in  an  eloquent  address  of  welcome  urged 
upon  the  committee  the  claims  of  Washington  County.  A  favorable 
impression  seems  to  have  been  made,  as  each  committeeman  replied 
publicly  and  frankly  acknowledged  the  merit  of  the  claims  of  the 
county.  General  Bishop  even  went  so  far  as  to  say  that  the  prospects 
of  the  county  and  town  were  good. 

The  members  of  the  committee  found  that  on  the  first  Monday 
in  July  the  Washington  County  court,  upon  the  basis  of  a  legal 
petition,  had  offered  a  bid  of  $100,000  in  county  bonds  payable  in 
thirty  years  with  semi-annual  interest  at  eight  per  cent,  conditioned 
upon  the  location  of  the  university.  This  proposition  was  submitted 
to  the  -people  of  the  county  on  the  first  Monday  in  August  and  was 
carried  by  a  majority  of  some  90  votes.  The  county  records  were 
correct  and  all  legal  forms  had  been  observed.  The  county  was  out 
of  debt,  had  an  assessed  real  estate  valuation  of  $2,344,622,  and  was 
amply  able  to  pay  off  the  bonds.  In  addition  to  the  county's  bid, 
the  town  of  Fayetteville  and  the  Prairie  Grove  Valley,  both  within 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  61 

Washington  County,  had  each  made  a  subscription  conditioned  upon 
the  location  of  the  university  within  their  respective  borders.  The 
subscription  of  $30,000  by  Fayetteville  took  the  form  of  thirty  year 
eight  per  cent  bonds  regularly  voted  by  the  electors,  only  two  votes 
having  been  cast  against  the  proposition.  The  town  had  a  progressive 
population  of  some  1,500  inhabitants,  was  out  of  debt  and  could  pay 
off  the  bonds  with  ease.  The  people  of  Prairie  Grove  Valley,  some 
thirteen  miles  southwest  of  Fayetteville,  were  alive  to  the  importance 
of  the  university  and  while  they  had  no  corporate  existence,  so  that 
they  could  issue  bonds,  nevertheless  they  made  a  subscription  in 
lands  and  notes  valued  by  the  committee  at  $23,265  conditioned  upon 
the  location  of  the  university  in  the  valley.  The  committee  found 
the  county  out  of  debt,  unsurpassed  for  healthfulness,  free  from 
malaria,  and  having  an  abundance  of  good  building  material.  With 
respect  to  accessibility  they  were  not  so  enthusiastic.  They  reported 
that  Fayetteville  being  north  of  the  Boston  mountains  was  reached 
by  a  tedious  trip  by  stage  5S  miles  from  ^'an  Buren  and  165  miles 
from  Lewisburg,  near  where  Morrilton  now  stands,  then  the  terminus 
of  the  Little  Rock  and  Fort  Smith  railroad.  Steamboats  ran  up  the 
river  as  far  as  Van  Buren  and  it  was  supposed  that  the  railroad  would 
be  completed  to  that  place  within  a  year.  It  is  noteworthy  that  the 
committee  returned  to  Little  Rock  by  St.  Louis.  In  going  that 
way  the  members  enjoyed  the  privileges  of  a  railroad  all  the  'way 
except  a  stage  trip  of  50  miles  from  Fayetteville  to  Neosho,  Missouri. 
The  committee  expressed  no  choice  between  Prairie  Grove  and 
Fayetteville,  but  instead  advised,  if  Washington  County  should  be 
selected  as  the  location,  that  the  two  competing  commvmities  in  the 
county  be  allowed  to  work  out  their  bids  and  that  later  investigations 
determine  as  between  them  the  exact  location.  The  report  of  the 
committee  was  received  and  filed. 

Washington  County  Chosen. — On  the  following  day  Judge  Bennett 
offered  the  following  resolution : 

"Where.as,  The  county  of  Washington,  State  of  Arkansas,  has,  in 
due  form  of  law,  agreed  to  issue  $100,000  in  thirty-year  bonds  of  said 
county,  for  the  benefit  of  the  State  Industrial  University,  and  that  we 
as  a  board  have  assurances  of  a  tangible  nature  that  we  shall  receive 


62  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


from  $25,000  to  $30,000  more  either  in  Fayetteville  bonds  or  personal 
security ;  therefore  be  it 

''Resolved,  That  the  bid  of  Washing-ton  County,  Arkansas,  in  bonds, 
and  the  bid  of  Fayetteville,  within  said  county,  together  with  all  the 
subscription  and  donation  made  by  private  individuals,  is  hereby 
accepted  as  a  consideration  in  part  for  the  locating  of  the  Arkansas 
Industrial  University  within  Washington  County,  Arkansas, 

''Resolved,  That  the  Arkansas  Industrial  University  be  and  the 
same  is  hereby  permanently  located  within  the  limits  of  Washington 
County,  Arkansas." 

Trustee  Cohn  offered  as  a  substitute  for  the  above,  a  resolution 
proposing  to  locate  the  university  at  Batesville,  reciting  as  reasons 
therefor  the  bid  of  the  town,  the  price  of  building  materials,  and  the 
accessibility  of  the  place.  On  motion  *of  Judge  Searle  the  final  vote 
on  the  location  was  postponed  until  the  afternoon.  Upon  reassembling, 
after  the  transaction  of  other  business,  the  question  of  location  was 
taken  up  and  discussed  at  length.  On  Trustee  Cohn's  substitute 
motion  the  vote  stood :  Yes,  Cohn  and  Young — 2.  No,  Bennett, 
Prather,  Botefuhr,  Bishop,  Searle  and  Clayton — 6.  Absent — Sarber 
and  A-Iillen.  The  vote  then  recurred  upon  the  original  resolution  of 
Judge  Bennett  to  locate  the  university  in  Washington  County.  It 
"was  unanimously  adopted,  all  the  trustees  present  voting  in  the 
affirmative."  "Whereupon,"  continues  the  minutes  of  the  board, 
"it  was  declared  and  ordered  that  the  Arkansas  Industrial  University 
be  permanently  located  in  the  county  of  Washington."  At  the  same 
meeting  of  the  board  that  fixed  the  location,  a  committee  on  grounds 
and  buildings  was  created  and  charged  with  important  duties.  Besides 
being  empowered  to  decide  upon  all  plans  and  proposals  for  the 
exchange,  repair  or  improvement  of  buildings,  the  comjnittee  was 
given  "the  power  to  secure  a  favorable  site  within  the  county 
designated  for  location,  and  to  procure  all  necessary  buildings,  by 
rent  or  otherwise,  in  order  to  get  the  university  into  operation  within 
the  time  provided  by  law." 

Fayetteville  Secures  the  Location. — In  Washington  County  there 
were  two  rival  communities  competing  for  the  location.  Their  bids 
were  not  far  apart,  that  of  the  town  of  Fayetteville  being  $30,000  in 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  63 


bonds  and  that  of  Prairie  Grove  \alley  some  $23,000  in  notes  and 
lands.  The  Favetteville  Democrat  was  urging  upon  Fayetteville  the 
importance  of  bestirring  herself,  else  Prairie  Grove  might  capture  the 
prize,  reminding  the  people  that  when  "Greek  meets  Greek,  then 
comes  the  tug  of  war." 

On  September  2  there  was  a  well  attended  meeting  of  the  citizens 
of  Prairie  Grove  Valley  at  Viney  Grove  for  the  purpose  of  taking 
steps  to  secure  the  location  of  the  university  in  that  valley.  Resolutions 
were  adopted  inviting  the  committee  of  the  board  to  visit  the  valle}' 
and  calling  their  attention  to  its  fertilitv.  healthfulness.  proximity  to 
the  center  of  the  county,  adaptabilitj-  for  an  agricultural  college,  and 
its  being  on  the  highway  of  travel  between  the  north  and  the  south. 
The  meeting  appointed  a  committee  of  citizens  and  instructed  them 
to  convey  the  invitation  of  the  citizens  to  the  commissioners  to  visit 
the  valley  after  they  had  been  "wined,  dined,  toasted,  and  bored 
generally  on  the  subject  of  the  fertilization  of  the  insipid  soils"  of 
Fayetteville.  They  were  further  charged  with  the  duty  of  presenting 
to  the  committee  the  "title  papers,  evidences,  and  securities  of 
donations    given    by   our    citizens." 

At  a  meeting  of  the  board  held  at  Little  Rock  January  17.  1872, 
this  committee  made  its  first  report.  For  the  purpose  of  selecting 
a  location  and  of  procuring  the  necessary  lands  for  university  purposes 
the  committee  met  at  Fayetteville  and  began  its  investigations 
November  11,  1871.  The  members  went  over  all  available  sites 
in  and  about  Fayetteville  and  Prairie  Grove.  They  called  to  their 
assistance  a  lawyer  to  examine  the  legal  status  of  bids  of  Prairie 
Grove.  The}-  found  that  practically  all  of  the  bids  of  Prairie  and 
\'iney  Groves  were  irregular  and  could  not  have  been  collected  by 
law,  though  they  were  of  opinion  that  the  good  faith  of  the  donors 
would  probably  have  made  most  of  them  good.  However,  they  found 
themselves  unanimous  in  the  opinion  that  Fayetteville  was  decidedly 
the  most  desirable  place  in  the  county  for  the  university.  The 
committee  delivered  to  city  officials  for  record  the  choice  of 
Fayetteville  November  15.  In  arriving  at  this  conclusion  and  in 
a  choice  of  a  site  among  the  many  around  Fayetteville,  the  committee 
seems  to  have  been  controlled  by  patriotic  considerations.  Their 
own  language  in  the  report  is.  "Your  committee  never  lost  sight  of 


64  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


the  fact  that  the  university  location  and  buildings  were  not  to  be 
of  a  temporary  but  of  the  most  permanent  nature,  and  if  possible 
is  to  reflect  the  good  judgment  and  taste  as  well  as  foresight  of  this 
board  of  trustees,  and  to  be  a  credit  to  all  concerned  in  the  organization 
of  the  institution."  Guided  by  this  idea  the  committee  selected  the 
magnificent  homestead  of  William  Mcllroy  about  a  mile  northwest 
of  the  square,  "a  location  superior  to  all  the  rest  we  have  seen  and 
second  to  none  in  the  State  of  Arkansas."  Subsequent  experience 
attests  the  wisdom  of  the  committee  in  the  choice  of  a  site.  Probably 
more  beautiful  grounds  could  not  have  been  found.  It  combined 
elevation,  ample  room  for  expansion  and  magnificent  scenery.  The 
site  commands  a  good  view  of  the  town  and  surrounding  country. 
It  is  1,452  feet  above  the  sea.  The  site  cost  $12,000,  the  citizens  of 
the  town  assuming  $1,000  of  this  amount. 

Little  Interest  in  the  Location. 

With  respect  to  the  location  of  the  university  there  was  compara- 
tively little  general  interest  throughout  the  State.  The  conditions 
somewhat  explain  this  fact.  The  Republicans  were  in  control  of  the 
state  government,  whereas  the  great  mass  of  the  people  were 
Democrats.  The  reconstruction  government  was  unpopular  and  in 
the  public  mind  stood  for  tyranny  and  oppression.  Unfortunately 
the  university  proposition  was  regarded  as  a  child  of  this  government 
and  shared  more  or  less  its  unpopularity.  Partisan  feeling  ran  high 
and  in  some  cases  so  sharp  that  Democrats  would  have  nothing  to  do 
with  the  university.  Then  too  the  people  were  in  poverty  and  many 
counties  and  some  towns  had  been  run  deeply  into  debt  by  the  new 
regime  for  railroad  and  other  bonds.  Hence  the  small  interest  in  the 
university  location.  Even  in  Washington  County  there  was  but  little 
interest  and  the  vote  was  small.  But  little  appeared  in  the  local 
papers  about  the  matter.  Judge  Lafayette  Gregg,  a  member  of  the 
supreme  court,  is  largely  responsible  for  the  interest  of  the  people  of 
Fayetteville.  Upon  the  basis  of  petitions  the  county  court  and  the 
town  council  issued  the  orders  submitting  the  proposition  to  the 
voters  of  the  county  and  town.  There  was  some  opposition.  Many 
friends  of  Cane  Hill  College  feared  that  the  university  located  in  the 
county  would  overshadow  that  institution  and  ultimately  kill  it.     For 


lcx:ation  and  organization  of  the  university.  65 

that  reason  Cane  Hill  and  friends  of  the  college  for  the  most  part 
opposed  the  proposition.  In  passing  it  might  be  said  that  their  fear 
-was  well  founded.    The  university  did  kill  the  college. 

Another  source  of  opposition  was  a  prejudice  against  involving 
the  county  in  debt.  Finally  some  feared  that  the  negro  would  be 
admitted  to  the  institution  on  equal  terms  with  the  whites.  The 
orators  speaking  for  the  location  were  told  if  they  would  guarantee 
against  the  admission  of  negroes  the  bonds  would  be  voted.  If  the 
fear  that  the  negro  would  be  admitted  had  been  general,  the  proposi- 
tion to  vote  bonds  would  have  been  overwhelmingly  defeated.  Some 
of  the  leading  citizens  of  Fayetteville  took  it  upon  themselves  to 
canvass  the  county  on  behalf  of  the  bond  issue  the  last  of  July,  the 
week  before  the  election.  The  more  conspicuous  of  these  speakers 
were  Judge  David  Walker,  later  a  member  of  the  supreme  court; 
J.  D.  Walker,  later  a  United  States  senator;  A.  M.  Wilson,  a  local 
attorney  of  prominence;  T.  M.  Gunter,  later  a  member  of  the  lower 
house  of  Congress ;  L.  W.  Gregg,  a  member  of  the  supreme  court ; 
M.  Looney,  a  local  orator  and  teacher,  and  C.  W.  Walker,  an  attorney. 
Twelve  appointments  were  made  in  different  parts  of  the  county. 
The  Fayetteville  Democrat  of  August  5th  contained  a  short  appeal  to 
the  people  to  vote  for  the  bonds.  A  week  later  the  traditional  rooster 
appeared  at  the  head  of  the  paper,  announcing  the  victors-.  It 
reported  that  the  county  bonds  had  been  voted  by  a  majority  of 
ninety  and  that  in  the  town  of  Fayetteville  only  two  votes  were  cast 
against  the  proposition.  The  paper  was  also  enthusiastic  over  the 
growth  in  population,  the  establishment  of  new  industries  and  the 
building  of  railroads  tfiat  would  come  in  the  wake  of  the  university. 

Washington  County  an  Educational  Center. 

It  is  rather  remarkable  that  a  mountain  county  with  a  compara- 
tively poor  population  should  have  won  in  the  contest  for  the  location. 
This  is  probably  due  to  historic  causes.  The  county  from  an  early 
date  and  especially  the  town  of  Fayetteville  had  taken  the  lead  in 
educational  matters.  It  will  be  remembered  that  the  public  school 
census  of  1860  shows  that  of  the  652  common  schools  in  Arkansas,  57 
were  in  Washington  County,  almost  one-tenth.     For  the  same  year 


66  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Independence  reported  21,  Pulaski  13,  Jefferson  12,  and  Sebastian  21. 
For  private  academies  and  colleges  it  was  no  less  noted.  In  the 
forties  Miss  Sawyer,  a  missionary  to  the  Cherokees,  conducted  a 
school  for  girls  at  Fayetteville.  To  this  school  a  woman's  missionary 
society  of  Boston  sent  in  1846-47  as  a  teacher,  a  Miss  James,  directly 
from  New  York  but  indirectly  from  England,  who  later  married 
Rev.  A.  J.  Marshall,  a  Methodist  preacher  at  Fayetteville,  and  who 
in  her  autobiography,  gives  us  an  interesting  account  of  the  social, 
religious  and  educational  conditions  of  Arkansas  from  1847  to  the 
Civil  War.  Miss  Sawyer  had  won  the  confidence  of  Chief  John  Ross 
and  other  leading  Indians  and  at  their  request  established  a  female 
school  at  Fayetteville  where  they  could  educate  their  daughters 
among  the  whites.  Young  ladies  of  the  town  and  county  attended 
the  school.  Mrs.  Marshall  says,  "she  (Miss  Sawyer)  created  an 
educational  interest,  to  which  the  locating  the  Industrial  University 
there  is  largely  due."  She  was  a  woman  of  character,  energy  and 
will. 

Miss  James  assisted  her  for  a  year  or  so,  and  in  1848  established 
a  female  seminary  at  Mt.  Comfort  three  miles  north  of  Fayetteville. 
The  Ozark  Institute  at  Mt.  Comfort  for  a  number  of  years  prior  to 
the  war  was  a  strong  school,  and  some  of  the  strong  men  of  the  State 
were  educated  there.  Cane  Hill  College  was  organized  in  December, 
1852,  and  had  a  career  of  usefulness.  While  the  war  caused  its 
suspension,  the  college  resumed  operation  after  the  war.  Some  of 
the  prominent  men  connected  with  its  faculty  were  Robert  King, 
F.  R.  Earle,  James  Mitchell,  and  J.  P.  Carnahan.  But  the  most  noted 
institution  of  learning  in  Washington  County*  was  Arkansas  College 
founded  at  Fayetteville  by  Robert  Graham  in  December,  1852.  This 
institution  did  a  high  grade  of  work  and  deservedly  enjoyed  a  wide 
reputation,  drawing  students  from  all  over  Arkansas  and  the 
surrounding  states.  Robert  Graham  at  its  head  was  a  man  of  strong 
personality  and  succeeded  in  arousing  great  enthusiasm  for  the 
school.  The  Civil  War  brought  this  worthy  school  to  a  close,  its 
president  becoming  a  refugee  in  1862,  leaving  the  State  with  nothing 
but  his  saddle  bags  and  a  change  of  linen. 

These  schools  toned  up  the  county  intellectually,  raised  the 
standard  of  culture,  especially  at  Fayetteville  and  Cane  Hill,  caused 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  67 

the  people  to  appreciate  the  value  of  good  schools  and  prepared  the 
way  for  a  favorable  reception  of  the  university  proposition.  Moreover 
it  is  also  true  that  the  older  communities  of  Cane  Hill  and  Fayetteville 
were  settled  by  an  unusually  strong  class  of  people.  When  the 
question  of  the  location  of  the  university  came  up,  Fayetteville  had 
some  of  the  strongest  men  of  the  State :  Lafayette  Gregg,  associate 
justice  of  the  supreme  court;  David  Walker,  who  had  previously 
been  and  later  became  a  member  of  the  supreme  court ;  J.  D.  Walker, 
who  in  1879  went  to  the  United  States  senate ;  T.  M.  Gunter,  later  a 
member  of  Congress  and  A.  M.  Wilson,  a  prominent  attornc}-  and 
subsequently  appointed  by  President  Cleveland  a  member  of  the 
Dawes  commission.  At  the  time  of  the  location  Fayetteville  had  an 
excellent  academy  under  the  brilliant,  though  erratic  leadership  of 
Morgan  H.  Looney.  These  facts  help  to  explain  the  bids  by 
Washington  County  and  Fayetteville. 

Fayetteville  at  this  time  had  a  population  of  1,500,  real  estate 
assessed  at  $632,000  and  no  indebtedness.  It  had  a  picturesque 
elevation  of  some  1,500  feet  above  the  sea.  It  was  the  county  seat 
of  Washington  County.  There  were  two  banks,  and  it  was  the  center 
of  an  active  trade.  It  had  two  or  three  churches.  It  was  50  miles 
from  Xeosho,  Mo.,  the  terminus  of  the  Southern  Pacific.  A  daily 
line  of  four  horse  coaches  ran  from  Neosho  to  Fort  Smith  via  Fayette- 
ville, giving  it  a  daily  mail. 

Pulaski  County  Fails. 

Besides  Batesville  and  Fayetteville  there  were  a  few  other  places 
that  made  efforts  to  bid  for  the  location.  The  matter  was  discussed 
in  White  and  Pope  counties,  but  nothing  came  of  it  in  either  case. 
In  Pulaski  the  movement  reached  larger  proportions.  On  May  the 
18th  M.  W.  Benjamin  had  a  communication  before  the  city  council 
asking  that  a  proposition  be  submitted  to  the  electors  to  vote  $100,000 
in  bonds  for  the  location  of  the  agricultural  college.  The  county 
court  upon  a  petition  signed  by  about  a  hundred  citizens  headed 
by  Governor  O.  A.  Hadley  ordered  an  election  August  7th  on  the 
question  of  the  county  issuing  $150,000  in  bonds,  provided  that  the 


68  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

university  be  located  within  three  miles  of  Little  Rock.  The  city 
itself  through  its  council  submitted  to  the  voters  a  bond  issue  of 
$50,000. 

There  was,  however,  decided  opposition  to  the  scheme.  A 
"merchant"  writing  for  the  July  12  issue  of  the  Gazette  opposed  the 
proposed  subscription  by  the  county  and  city  of  $200,000.  He  was 
of  opinion  that  we  should  first  lay  the  foundation  by  establishing 
good  common  schools,  that  it  was  criminal  in  our  leaders  to  be  urging 
this  scheme  before  we  had  good  elementary  schools.  He  spoke  of 
one  planter  whose  school  tax  was  $1,200,  but  who  had  no  school 
house  in  his  neighborhood.  He  was  suspicious;  he  insisted  that  the 
university  was  alread}^  sufficiently  endowed,  that  the  bond  proposition 
was  a  swindle  and  that  nobody  would  be  benefited  save  half  a 
dozen  bond  sharks.  Instead  of  voting  the  bonds  he  thought  we 
should  threaten  repudiation  to  those  whose  pockets  were  already 
lined  with  railroad  bonds.  He  called  attention  to  the  fact  that  work 
had  not  begun  on  the  roads  notwithstanding  the  large  bond  issues, 
that  the  people  had  paid  their  school  taxes  in  greenbacks,  yet  the 
teachers'  warrants  were  hawked  about  the  streets  and  cross  roads  at 
sixty  cents  on  the  dollar;  the  university  bonds  would  sell  for  about 
that  much.  He  was  also  afraid  that  the  trustees  would  pay  a  ring  of 
speculators  a  hundred  times  the  value  of  the  university  site. 

"Pro  Bono  Publico"  two  days  later  answers  the  merchant  by 
insisting  that  the  question  of  common  schools  has  no  relation  to  the 
university  proposition,  that  the  university  is  to  be  located  and  that  the 
question  is  where.  He  felt  that  the  law  provided  sufficient  safeguards 
against  fraud.  "A  plain  farmer"  also  opposed  the  issue  of  bonds, 
because  the  county  and  city  together  were  in  debt  about  $700,000 
in  the  form  of  railroad  bonds  and  outstanding  debts.  The  paper  of 
county  and  city  was  away  below  par.  The  result  of  the  election 
showed  that  the  enemies  had  the  advantage.  As  reported  in  the 
Gazette  the  vote  in  the  city  alone  stood  46  for  and  222  against,  while 
in  the  county  at  large  including  the  city  it  stood  78  for  and  756 
against  the  bond  issue.  The  Morning  Republican  explains  it  by  saying 
that  there  was  a  general  apathy  on  the  question ;  while  the  Gazette 
charges  it  to  the  radical  election  laws.  It  says  that  many  citizens  were 
disfranchised,  that  others  had  become  of  age  since  the  registration, 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  69 

that  some  were  absent  when  registration  took  place,  and  that  still 
others  had  moved  there  since  registration.  While  the  people  were 
voting  on  the  university  proposition  the  Gazette  carried  advertisements 
of  the  University  of  Louisiana,  the  Kentucky  University  and  the 
University  of  Nashville. 

Doubtless  the  large  vote  polled  in  the  county  against  the  university 
bond  issue  is  in  part  due  to  the  objections  made  by  "farmer"  and 
■merchant,"  namely,  the  bad  condition  of  the  town  and  county 
financially.  The}'  had  suffered  worse  under  reconstruction  rule  than 
had  Washington  County.  At  the  same  time  other  factors  probably 
enter  to  explain  the  vote.  Little  Rock  had  never  had  the  schools  that 
Fayetteville  and  Batesville  had  had.  The  community  was  probably 
not  as  appreciative  of  the  value  of  a  university  as  were  Batesville  and 
Fayetteville. 

Organization  of  the  University. 

At  the  first  meeting  of  the  board  of  trustees  of  the  universit}-,  two 
important  questions  came  up  for  consideration — the  location  and  the 
organization  of  the  institution.  The  history  of  the  location  has  already 
been  traced.  With  respect  to  the  second  question,  that  of  organization, 
the  board  wisely  deferred  passing  on  questions  of  policy  until  they  had 
more  information.  Accordingly  they  appointed  a  committee  consisting 
of  Trustees  H.  A.  Millen,  P.  H.  Young  and  J.  X.  Sarber,  and  instructed 
them  to  visit  the  agricultural  colleges  of  Illinois  and  Michigan,  to 
investigate  the  organization,  management  and  discipline  of  the  same 
and  to  secure  architectural  plans,  specifications  and  such  other  facts 
as  might  benefit  the  board  in  organizing  the  University-  of  Arkansas, 
called  Arkansas  Industrial  University  until  1899.  At  an  adjourned 
meeting  held  at  Little  Rock  October  14,  this  committee  reported. 
From  both  institutions  valuable  suggestions  were  received,  but  the 
breadth  and  scope  of  the  University  of  Illinois  (it  was  planning  to 
develop  departments  in  all  fields  of  human  knowledge)  made  a  strong 
impression  upon  the  committee,  in  fact  that  institution  influenced  the 
policy  of  the  board  in  a  marked  degree. 

The  committee  furthermore  submitted  the  plans  and  specifications 
of  the  main  building  at  Illinois  and  advised  their  adoption.  This 
recommendation  was  finally  carried  out  and  the  main  building  at 


70  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Fayetteville  is  a  duplicate  of  the  corresponding  building  at  Urbana. 
The  plan  for  dormitories  at  Illinois,  separate  and  apart  from  the  main 
building,  also  appealed  to  the  committee.  The  essential  feature  of 
the  plan  consisted  in  the  erection,  as  the  needs  of  the  university 
required,  of  separate  buildings,  each  capable  of  accommodating  sixteen 
students  and  to  cost  approximately  $800.  It  was  urged  that  the 
plan  was  economical  and  would  afford  greater  security  to  life  and 
property.  This  plan  was  never  carried  out  either  in  Illinois  or  in 
Arkansas.  On  the  basis  of  their  observations  at  Urbana  the  committee 
advised  a  farm  of  160  acres,  exclusive  of  university  grounds  proper. 
They  further  advised  the  adoption  of  the  Illinois  plan  of  discipline, 
namely,  that  of  self-government,  and  its  system  of  voluntary  student 
labor  rather  than  that  of  compulsion.  The  co-education  of  the  sexes 
as  practiced  at  Urbana  was  recommended.  All  of  these  suggestions 
were  adopted. 

Committees. — At  the  same  meeting  at  which  this  report  was 
received  the  board  created  two  committees  (executive,  and  grounds 
and  buildings),  to  each  of  which  was  assigned  important  duties.  The 
committee  on  grounds  and  buildings,  consisting  of  A.  S.  Prather,  John 
E.  Bennett,  and  M.  A.  Cohn,  was  charged  with  the  duty  of  selecting  and 
securing  a  site  in  Washington  County,  and  to  rent,  or  purchase  or  erect 
the  necessary  buildings  so  as  to  enable  the  university  to  open  within 
the  time  prescribed  by  Congress.  If  buildings  were  to  be  constructed, 
the  committee  should  let  the  contracts  by  competitive  bids.  To  the 
executive  committee,  consisting  of  E.  J.  Searle,  P.  H.  Young,  and 
John  M.  Clayton,  was  given  the  general  power  to  act  in  the  absence 
of  the  board  and  to  exercise  all  powers  not  intrusted  to  other 
committees.  They  were  especially  charged  with  the  duty  of 
organizing  the  university,  of  providing  for  the  several  departments, 
of  selecting  teachers,  of  fixing  salaries,  and  of  equipping  the  institution 
for  operation.  The  committees  had  only  about  four  months  within 
which  time  to  open  the  university  in  order  to  secure  the  benefits  of 
the  land  grant  act.  The  exact  time  limit  was  February  12,  1872.  As 
has  been  noted  the  committee  selected  as  the  site  the  farm  of  William 
Mcllroy  at  Fayetteville.  The  estate  consisted  of  160  acres,  sixty-five 
of  which  were  under  cultivation,  an  orchard  of  four  acres,  a  frame 
residence  of  six  rooms,  and  a  number  of  indifferent  outbuildings.    At 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  71 

the  request  of  the  executive  committee  the  building  committee  had 
erected  a  two-story  frame  building,  twenty-four  by  forty  feet,  capable 
of  accommodating  about  one  hundred  and  twenty  students.  The 
building  cost  $975  and  was  ready  for  occupanc}^  Januar}'  1,  1872. 
Moreover  the  committee  advertised  for  plans,  specifications  and 
estimates  for  the  main  building.  The  plans  of  Messrs.  McKay  and 
Helmle  of  Helena  were  recommended  to  the  board  as  best  adapted 
for  the  purpose  of  the  university.  The  construction  of  the  building 
provided  for  in  the  plans  was  not  to  exceed  $120,000.  But  the  delay 
in  the  issue  of  the  land  scrip  under  the  Morrill  act  prevented  an  early 
construction  of  the  main  building. 

Buildings. — Meantime  the  executive  committee  had  been  active. 
The  committee,  at  its  first  meeting  at  Fayetteville  November  15,  1871, 
fixed  the  22d  of  January,  1872,  the  fourth  Monday  of  the  month,  as 
the  date  for  the  opening  of  the  university.  Indeed,  this  was  almost 
as  late  as  the  members  could  have  fixed,  because,  according  to  the 
act  of  Congress,  the  university  must  be  in  operation  by  Februar\'  12, 
1872,  or  Arkansas  would  forfeit  her  rights  to  the  endowment  under 
the  land  grant  act.  The  committee  found  on  the  site  erected  for  the 
university  no  buildings  that  might  be  used  for  school  purposes  except 
a  six-room  residence.  They  at  once  called  upon  the  committee  on 
grounds  and  buildings  to  remodel  the  residence  and  to  erect  a  two- 
story  frame  structure  suitable  for  temporary  use  as  a  school  building 
and  capable  of  being  converted  into  dormitories.  These  buildings 
were  completed  and  equipped  with  stoves,  desks,  seats,  chairs,  maps, 
charts,  blackboards  and  globes  at  the  date  fixed  for  the  opening.  In 
June  of  1872  the  committee  felt  that  the  attendance  required  another 
building  and  they  therefore  called  upon  the  building  committee  for 
the  erection  of  another  two-story  frame  structure  for  temporary  school 
use,  capable  of  conversion  into  dormitories.  This  request  was  complied 
with  and  by  the  opening  of  the  university  in  the  fall  it  was  ready, 
having  been  constructed  at  a  cost  of  $2,219. 

Finances. — To  enable  the  board  to  organize  the  university  the 
legislature  in  passing  the  organic  act  appropriated  $50,000.  The 
finances  of  the  State  were  in  a  chaotic  condition.  Auditor's  warrants 
and  treasurer's  certificates  issued  against  this  fund  were  sold  at  a 
discount  ranging  from   54  to  83   cents  on  the  dollar.     In   1871   no 


72  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

warrants  were  sold  for  less  than  80  cents,  while  in  March,  1872,  they 
began  to  decline.  By  April  they  were  selling  at  70  cents,  by  June 
at  60,  and  by  December  as  low  as  54  cents  on  the  dollar.  On  the 
whole  appropriation  the  board  realized  $35,000.  Lack  of  funds 
embarrassed  the  trustees  at  almost  every  step.  The  nominal  resources 
at  their  command  were  considerable.  Secretary  Colin,  in  a  letter  to 
the  commissioner  of  agriculture  February  19,  1872,  estimated  the 
assets  of  the  institution  as  follows : 

$100,000  of  Washington  County  bonds  estimated  at  75  cents.  .$75,000 

30,000  of  Fayetteville  bonds  estimated  at  85  cents 25,500 

400  acres  of  land  at  $5.00  per  acre 2,000 

State  appropriation  $50,000  estimated  at  85  cents 42,500 

Total   : $145,000 

In  addition  the  university  had  rights  to  150,000  acres  of  college 
land  scrip,  which  had  not  been  issued.  As  there  was  no  market  for 
them  the  board  was  compelled  to  hold  the  bonds  of  Washington 
County  and  Fayetteville  in  their  possession  until  1873.  They  were 
therefore  for  the  first  eighteen  months  dependent  upon  the  state 
appropriations  and  fees  from  students  to  meet  all  bills. 

Aim  and  Purpose. — The  executive  committee,  in  their  first  report 
to  the  board,  stated  at  some  length  the  aim  and  purpose  of  the 
university.  In  this  connection  they  quote  from  the  Morrill  act,  "the 
leading  object  shall  be,  without  excluding  other  scientific  and  classical 
branches  of  learning  and  including  military  tactics,  to  teach  such 
branches  of  learning  as  are  related  to  agriculture  and  mechanic  arts, 
in  order  to  promote  the  liberal  and  practical  education  of  the  industrial 
classes  in  the  several  pursuits  and  professions  of  life."  The  committee 
paraphrases  this  and  declares  the  "chief  aim  of  the  university  is  the 
liberal  and  practical  education  of  the  industrial  classes."  With  this 
in  view  the  university  is  "to  teach  such  branches  of  learning  as  are 
related  to  agriculture  and  mechanic  arts,  without  excluding  other 
scientific  and  classical  studies  and  including  military  tactics."  They 
therefore  say  that  the  university  proposes  (a)  to  teach  the  sciences 
and  their  applications  to  the  arts  of  life ;  (b)  to  conduct  experiments 
in  agriculture  and  horticulture ;  (c)  to  provide  instruction  in  military 


LOCATION  AND  ORGANIZATION  OF  THE  UNIVERSITY.  73 

science ;  (d)  to  afford  daily  manual  labor;  and  (e)  to  provide  the  means 
of  a  general  and  thorough  education  not  inferior  to  that  offered  in 
the  best  colleges.  With  these  general  principles  for  their  guidance 
the  committee  left  the  faculty  to  work  out  the  details  of  the  course 
of  study.  They  seem  to  have  felt  that  they  had  met  the  requirements 
of  the  law  and  of  this  plan  with  respect  to  agriculture  when  provision 
was  made  for  a  dozen  lectures  a  year  on  agriculture  and  horticulture 
by  Dr.  Thurston  of  Van  Buren.  The  committee  appreciated  that  the 
courses  of  stud}-  were  elementary  and  incomplete,  for  they  provided 
them  "consonant  with  the  incipient  character  of  the  institution."  This, 
they  say,  will  be  remedied  by  the  announcement  of  a  more  ambitious 
course  in  the  next  report.  Respecting  the  normal  department  the 
committee  are  quite  willing  to  leave  the  preparation  of  the  course  of 
study  to  the  faculty,  after  instructing  them  to  prescribe  a  course 
equivalent  to  that  of  the  best  normal  schools  of  the  northwestern 
states.  The  board  is  reminded  that  stronger  courses  would  have  been 
provided  if  the  land  scrip  had  been  issued. 

Beneficiaries. — The  government  and  discipline  was  turned  over  to 
the  president  aided  by  the  faculty;  however,  the  executive  committee 
retained  supervisory  jurisdiction.  As  if  principal  of  the  normal  depart- 
ment, professor  of  mental  and  moral  philosophy,  and  acting  president 
were  not  enough  for  one  man,  the  committee  further  place  the 
university  farm  under  the  control  of  the  president.  The  year  was 
divided  into  three  terms — autumn,  winter  and  spring — of  fourteen, 
thirteen  and  thirteen  weeks'  duration  respectively.  The  vacation  was 
to  be  in  July  and  August,  with  a  recess  of  one  week  between  terms. 
The  institution  was  thrown  open  to  the  education  of  men  and  women 
alike.  The  law  left  the  control  of  scholarships  or  beneficiaries  to  the 
board.  Through  the  executive  committee  the  board  provided  for  219 
beneficiaries  and  distributed  them  among  the  counties  in  proportion  to 
population.  The  manner  of  appointment  was  peculiar.  The  governor 
appointed  ten,  the  superintendent  of  public  instruction  five,  each 
trustee  four  from  his  district  and  the  circuit  superintendent  of  public 
instruction  the  remainder.  A  beneficiary  was  appointed  for  four  years. 
If  he  were  not  ready  for  college  classes  he  might  enter  the  preparatory' 
department  but  the  time  spent  there  was  deducted  from  his  four  years. 
A  matriculation  fee  of  $5.00  was  imposed  and  in  addition  all  non- 


74  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

beneficiaries  and  non-normals  who  were  in  the  college  department 
were  required  to  pay  a  tuition  fee  in  the  college  department  of  $10.00 
per  term  or  $30.00  a  year ;  while  if  they  were  preparatory  students 
$7.00  per  term  was  charged. 

In  the  selection  of  beneficiaries  the  committee  so  far  had  required 
no  further  qualifications  than  moral  character  and  "some  proficiency 
in  the  ordinary  branches  of  an  English  education."  It  was  made  the 
duty  of  the  president  to  continue  to  notify  appointing  authorities  until 
their  quota  had  been  filled.  The  committee  acted  generously  in  the 
allotment  of  beneficiaries  to  the  counties,  because  they  apprehended 
that  comparativly  few  of  those  appointed  in  remote  counties  would 
attend  for  the  first  few  years.  The  apprehension  was  verified,  for  up 
to  the  time  of  the  report  April,  1873,  there  were  not  to  exceed  sixty 
or  seventy  beneficiaries  in  all  departments  of  the  university. 

The  executive  committee  found  a  preparatory  department  a 
necessity.  Notwithstanding  the  low  entrance  requirements  established 
for  entrance  to  the  normal  and  college  departments,  the  educational 
facilities  of  but  few  localities  would  adequately  prepare  students  for 
the  freshman  class.  They,  however,  found  in  the  department  a  useful 
professional  agency.  By  permission  of  the  committee  President  Gates, 
for  the  benefit  of  the  normal  department,  used  the  preparatory 
department  as  a  model  school,  requiring  normal  students  to  serve  as 
cadet  teachers.  This  was  a  wise  course  which  the  normal  department 
of  later  years  would  have  done  well  to  have  kept  up.  The  course  of 
study  arranged  for  the  preparatory  department  began  with  the  first 
reader  and  the  chart.  In  prescribing  qualifications  for  entrance  to  the 
university  the  committee  fixed  seven  years  of  age  for  the  preparatory 
department,  provided  that  no  student  under  fourteen  could  be  a 
beneficiary.  For  entrance  to  the  normal  department  an  age  qualification 
of  fourteen  was  required  for  females,  of  sixteen  for  males.  Any 
resident  of  the  State,  whether  a  beneficiary  or  not,  upon  entering  into 
a  written  obligation  to  teach  two  years  in  the  public  schools  of 
Arkansas  after  completing  the  course,  was  allowed  to  enter  the 
normal  department  without  paying  tuition.  Student  labor  was  made 
voluntary.  No  student  was  allowed  to  work  over  three  hours  a  day 
except  on  Saturday.  Compensation,  ranging  from  five  to  fifteen  cents 
an  hour  was  to  be  determined  by  ability  to  work. 


P5 

'5; 
O 


CHAPTER  VI. 


ADMINISTRATION  OF  THE  ENDOWMENT. 


The  organic  act  passed  by  the  general  assembly  of  Arkansas  in 
1871  providing  for  the  establishment  of  the  university,  made  the  state 
treasurer  financial  agent  to  receive  from  the  general  government  the 
land  scrip  due  to  the  State  under  the  ]\Iorrill  act  of  1862.  He  was 
authorized  to  sell  the  scrip  at  the  highest  market  price,  or  if  more 
advantageous  to  the  State,  he  might  exchange  the  scrip  for  government 
bonds  directly.  This  was  to  constitute  the  endowment  of  the  university, 
the  principal  of  which  could  never  be  reduced.  In  the  discharge  of  the 
duties  imposed  upon  him  the  treasurer  was  to  act  under  the  direction 
of  the  board  of  trustees  of  the  university.  He  was  not  permitted  to 
sell  scrip  at  a  lower  price  nor  to  buy  bonds  at  a  higher  price  than  the 
board  should  fix  by  resolution. 

Issue  of  Land  Scrip  Held  Up. 

The  trustees  were  embarrassed  in  their  efforts  to  organize  the 
university  in  1871-72  on  account  of  the  refusal  of  the  secretary-  of  the 
interior  to  deliver  the  land  scrip  after  Arkansas  had  complied  with 
the  conditions  of  the  act  of  1862.  The  reason  assigned  for  this  refusal 
was  that  Arkansas  was  in  arrears  with  the  Chickasaw  Indian  trust 
fund,  and  that  it  was  the  rule  of  the  department  not  to  issue  the  scrip 
in  the  case  of  states  owing  said  fund.  Among  the  securities  held  by 
the  government  in  trust  for  the  Indians  were  $90,000  of  Arkansas 
state  bonds  (Nos.  11  to  100,  inclusive,  $1,000  each)  issued  to  the  old 
state  bank  in  1838.  They  were  six  per  cent,  bonds  and  Arkansas  had 
not  paid  the  interest  on  them  since  July  1,  1842.  They  had  matured 
January  1,  1868,  and  the  request  of  the  government  for  their  redemp- 
tion was  not  heeded.  The  secretary  of  the  interior  therefore  proposed 
to  hold  the  agricultural  college  land  scrip,  to  which  Arkansas  was 
entitled,  until  the  State  made  satisfactory  arrangement  regarding  this 
debt.  The  legal  right  of  the  secretary  to  make  such  a  ruling  may  be 
doubted,  but  that  the  delinquency  of  the  State  justified  extreme 
measures  is  certain. 


78  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

On  October  18,  1871,  the  board  directed  the  treasurer,  Gen.  A.  W. 
Bishop,  to  make  a  full  investigation  into  the  status  of  the  scrip,  and 
in  his  report  to  recommend  what  steps  were  necessary  in  order  to 
secure  its  early  delivery.  General  Bishop  proceeded  to  Washington, 
and,  after  a  conference  with  the  secretary  of  the  interior,  an  agree- 
ment was  effected  by  which  the  latter  would  deliver  the  scrip,  when 
Arkansas  refunded  her  bonds  held  by  him  in  trust  for  the  Indian  trust 
fund,  provided  Congress  would  authorize  him  to  receive  the  refunded 
bonds  of  the  State.  Accordingly  a  bill  was  drawn  satisfactory  to  the 
secretary  and  sent  to  Senator  Powell  Clayton  of  Arkansas  for  intro- 
duction into  the  senate.  The  board  sent  a  memorial  to  Congress 
asking  for  the  passage  of  the  bill,  reciting  that  the  State  had  complied 
with  all  requirements,  that  the  bid  for  the  location  was  conditioned 
on  the  issuance  of  the  scrip  and  that  further  delay  would  be  perilous 
to  the  institution.  In  the  meantime  James  M.  Hanks  of  Helena, 
Arkansas,  a  member  of  the  house,  introduced  into  that  body  another 
bill  directing  the  issuance  of  the  scrip  without  reference  to  the  payment 
of  Arkansas  indebtedness  to  the  Indian  trust  fund.  This  bill  passed 
the  house  late  in  the  session.  In  the  senate,  after  an  animated 
discussion  it  was  amended  so  as  to  provide  that  the  scrip  should  not 
be  delivered  to  the  authorities  of  Arkansas  until  the  State  made  some 
satisfactory  arrangement  by  which  the  bonds  of  the  State  held  by  the 
government  should  be  refunded.  Senator  Clayton,  in  the  discussions, 
assured  the  senate  that  the  State  would  not  hesitate  to  comply  with 
the  condition  of  reissuing  the  bonds.  With  this  amendment  the  bill 
passed  the  senate  the  day  of  adjournment,  and  through  the  efforts  of 
Mr.  Hanks  the  concurrence  of  the  house  was  secured  at  the  last 
moment.  The  measure  was  approved  December  13,  1872.  In  accord- 
ance with  this  act  the  secretary  of  the  interior  received  from  Arkansas 
May  31,  1873,  in  exchange  for  the  matured  bonds  named  above, 
refunded  bonds  (Nos.  2099  to  2188,  inclusive,  of  $1,000  each)  bearing 
six  per  cent,  interest.  Additional  bonds  were  received  in  lieu  of  inter- 
est due  on  the  matured  bonds  from  July  1,  1842,  to  January  1,  1874. 

When  the  board  met  again  March  16,  1872,  the  bill  referred  to 
above  was  still  pending,  and  owing  to  this  fact  and  financial  difficulties 
confronting  them,  the  trustees  directed  the  building  committee  to 
proceed  no  further  with  the  construction  of  permanent  buildings  and 


ADMINISTRATION  OF  THE  ENDOWMENT.  79 

instructed  General  Bishop,  the  treasurer,  to  write  a  letter  to  the 
secretary  of  the  interior  and  each  member  of  Congress,  setting  forth 
the  embarrassment  of  the  university  caused  by  the  failure  to  issue  the 
scrip.  The  letter  recited  the  financial  difficulties  of  the  university, 
called  their  attention  to  the  fact  that  the  bonds  of  Faj'etteville  and 
Washington  County  could  not  be  sold  to  advantage  so  long  as  there 
was  any  question  regarding  the  land  scrip,  and  added  that  so  far  as 
the  State  was  concerned  every  condition  had  been  met,  the  last  being 
the  formal  opening  of  the  university. 

The  Board  Sells  the  Land  Scrip. 

After  the  passage  by  Congress  of  the  proposed  bill,  the  board  again 
through  the  state  treasurer  applied  for  the  scrip,  but  technicalities 
and  evasions  were  still  the  order  of  the  day,  and  the  scrip  was  not 
issued.  The  patience  of  the  board  was  about  exhausted.  But  before 
this  the  state  treasurer,  financial  agent  of  the  State  in  the  adminis- 
tration of  the  university  fund,  had  received  two  bids  for  the  land 
scrip.  On  August  22,  1872,  the  board  met  at  Little  Rock  to  consider 
the  bids.  One  was  from  a  California  firm  offering  95  cents  per  acre 
for  the  scrip,  the  State  at  its  own  expense  to  secure  the  issue  and 
deliver)-  of  the  same.  The  other  was  from  an  Ohio  company  of 
Cleveland.  Its  representative,  Mr.  G.  F.  Lewis,  offered  the  board 
90  cents  per  acre  for  the  entire  lot  of  150,000  acres,  and  proposed  to 
secure  at  its  own  expense  an  early  delivery  of  the  scrip,  to  guarantee 
such  delivery  without  further  expense  or  trouble  to  the  board,  and  in 
three  months  after  the  issue  of  said  scrip  to  pay  $50,000  and  within 
twelve  months  to  settle  in  full  for  the  entire  amount. 

The  board  authorized  the  state  treasurer  to  accept  the  second  bid 
and  to  invest  the  proceeds  in  United  States  bonds  at  the  market  price 
on  the  day  of  purchase.  At  this  point  the  secretary  gives  a  lengthy 
explanation  of  why  the  board  accepted  the  proposition  of  the  Ohio 
company.  In  doing  so  he  recited  the  historj'  of  the  efforts  of  the 
board  to  secure  the  scrip,  namely,  the  application  to  the  secretary  of 
the  interior  therefor  by  the  state  treasurer,  General  Bishop's  special 
trip  to  Washington,  the  introduction  and  passage*  through  Congress 


*As  a  matter  of  fact  the  bill  did  not   become  a   law  until  December   13.   1872, 
almost  four  months  after  the  sale  of  the  scrip. 


80  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  a  bill  directing  the  secretary  of  the  interior  to  accept  from  the  State 
new  bonds  for  the  debt  to  the  Indian  trust  fund,  and  thereupon  to 
issue  the  said  college  scrip  to  which  the  State  was  entitled.  Still,  he 
says,  the  scrip  was  not  issued  nor  did  the  board  have  any  assurance 
that  efforts  in  the  future  would  avail  more  than  those  in  the  past. 
Moreover,  the  board  was  in  sore  need  of  money.  Besides,  they  had 
more  faith  in  the  efforts  of  Mr.  Lewis  to  secure  the  scrip  than  in  their 
own.  On  this  point  the  secretary  said  :  "The  success  of  said  Mr.  G.  F. 
Lewis  in  the  matter  of  securing  the  issue  of  said  scrip  seemed  the 
more  plausible,  he  being  well  acquainted  and  from  the  same  state  with 
the  honorable  secretary  of  the  interior." 

At  the  same  time  there  was  pending  a  bill  in  Congress  proposing 
to  give  to  the  states  for  their  agricultural  colleges  another  land  grant. 
Its  passage  would  bring  so  much  land  into  the  market  as  to  run  the 
price  down.  With  the  facts  as  they  were  it  is  doubtful  if  the  board 
could  have  done  better.  If  the  State  had  been  able  to  appropriate  for 
all  the  immediate  needs  of  the  university,  the  lands  could  have  been 
held,  located  and  doubtless  sold  to  much  better  advantage.  For 
instance,  the  auditor's  warrants  issued  to  the  board  to  cover  the 
appropriation  of  $50,000  made  for  the  university  by  the  organic  act 
of  1871,  were  sold  from  54  to  80  cents  on  the  dollar.  At  the  time  of 
the  land  scrip  sale  the  board  had  to  its  credit  a  small  amount  of  this 
appropriation  on  which  it  was  then  realizing  60  cents  on  the  dollar. 
For  the  whole  $50,000  appropriation  the  board  received  about  $35,000 
in  currency.  The  calculations  of  the  board  that  Mr.  Lewis  would 
probably  be  able  to  secure  the  land  scrip  proved  correct.  Soon  after 
the  sale  the  scrip  was  delivered  and  the  board's  immediate  embarrass- 
ment was  relieved.  Just  what  influence  Mr.  Lewis  and  the  Ohio 
company  brought  to  bear  upon  the  secretary  of  the  interior  is  not 
known.  The  board  used  some  ten  or  eleven  thousand  dollars  of 
the  money  derived  from  this  sale  for  the  purchase  of  the  site  and 
experiment  farm. 

Investment  of  the  Endowment. 

On  January  25,  1873,  the  board  again  took  up  the  question  of 
investing  the  proceeds  of  the  land  scrip  sale  and  instructed  the  state 
treasurer  to  invest  in  United  States  bonds.    The  state  treasurer  under 


ADMINISTRATION  OF  THE  ENDOWMENT.  81 

the  direction  of  the  board  of  trustees  was  charged  with  the  duty  of 
investing  the  endowment,  that  is,  the  proceeds  of  the  sale  of  the  land 
scrip.  The  organic  act  of  1871  required  the  investment  to  be  made  in 
United  States  bonds.  On  August  22,  1872,  the  date  on  which  they 
instructed  the  state  treasurer  to  sell  the  land  scrip  to  the  Ohio  Land 
Compan}-,  the  trustees  also  directed  him  to  invest  the  proceeds  in 
government  bonds  at  the  market  value  on  the  day  of  purchase.  A  few 
months  later  they  were  in  a  different  frame  of  mind.  They  were 
considering  the  bonds  of  Fayetteville  and  Washington  County  as  an 
investment.  The  day  after  the  vote  locating  the  university  in  Wash- 
ington County  the  board  instructed  Mr.  Bishop,  the  treasurer,  to  take 
the  necessary  steps  to  obtain  the  bonds  of  the  county  and  such  other 
securities  as  the  board  was  entitled  to  in  consideration  of  the  location. 
He  was  also  directed  to  offer  for  sale  in  accordance  with  the  law  the 
bonds  at  90  cents  on  the  dollar,  and  if  not  sold  at  that  price,  to  re-offer 
them  at  75  cents.  In  any  case  he  was  not  allowed  to  dispose  of  over 
$10,000  worth  of  them  until  the  next  meeting  of  the  board.  Accord- 
ingly the  treasurer  applied  for  and  secured  the  bonds  of  Washington 
County  the  following  December. 

Fayetteville,  however,  was  not  in  a  hurry  about  issuing  and 
delivering  her  securities.  He  advertised  the  bonds  in  Fayetteville, 
but  apparently  there  were  no  bidders.  The  bonds  were  not  placed  in 
the  east  because  the  treasurer  was  advised  that  there  was  no  market 
for  them.  At  a  meeting  of  the  board  held  January'  21.  1873,  the 
treasurer  reported  that  neither  Washington  County  nor  Fayetteville 
had  paid  the  interest  due  on  their  bonds  and  that  the  town  had  refused 
to  turn  over  to  him  its  bonds,  assigning  as  a  reason  that  they  were 
safer  in  the  hands  of  the  council  than  they  would  be  in  the  hands  of 
the  trustees.  W  hereupon  the  board  instructed  the  secretary  to  notify 
the  town  council  and  the  county  court  that  the  bonds  of  Fayetteville 
must  within  thirty  days  be  placed  in  the  hands  of  the  treasurer  of 
the  university  and  that  both  county  and  town  must  at  once  make 
provisions  for  the  payment  of  the  interest  on  their  respective  bonds. 
The  resolution  accomplished  its  object.  Fayetteville  delivered  her 
bonds  and  both  county  and  town  voted  the  tax  to  pay  the  interest. 

On  the  24th  of  January,  1873,  the  board  of  trustees  framed  and 


82  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

sent  to  John  M.  Clayton,  one  of  their  number  who  was  in  the  state 
senate,  a  bill  giving  the  board  more  liberty  in  the  investment  of  the 
funds.  The  bill  became  a  law  March  13,  1873.  It  authorized  the 
state  treasurer  as  financial  agent  under  the  direction  of  the  board 
to  dispose  of  the  land  scrip  on  the  best  possible  terms  and  to  invest 
the  proceeds  of  said  sale  either  in  United  States  bonds,  or  if  it  was 
thought  best,  in  the  bonds  of  the  town  of  Fayetteville  and  the  county 
of  Washington  issued  to  secure  the  location  of  the  university.  Yet 
the  day  after  the  board  had  sent  this  bill  to  Mr.  Clayton  they  again 
instructed  the  state  treasurer  to  invest  the  proceeds  of  the  land  scrip 
sale  as  fast  as  they  were  received  in  government  bonds.  The  two 
acts  were  not  contradictory.  If  they  in  January  had  decided  to  invest 
the  endowment  in  the  bonds  of  Fayetteville  and  Washington  County, 
if  the  legislature  passed  the  bill,  they  could  on  short  notice  convert 
the  government  bonds  into  cash.  About  a  month  after  the  passage 
of  this  law  the  board  decided  that  the  bonds  of  Fayetteville  and 
Washington  County  were  good  and  safe  securities  in  which  to  invest 
the  endowment  fund.  A  resolution  was  accordingly  passed  instructing 
the  state  treasurer  to  set  apart  these  bonds  ($130,000)  then  in  his 
possession  unsold  as  a  part  of  the  permanent  endowment  of  the 
institution  and  to  place  subject  to  the  order  of  the  board  for  building 
purposes  so  much  of  the  proceeds  of  the  land  scrip  sales  as  would 
be  taken  up  at  93V3  cents  on  the  dollar.  This  transaction  absorbed 
$121.,333.33  of  the  $135,000  realized  from  the  sale  of  the  college  land 
scrip  and  thus  made  that  amount  at  once  available  for  building- 
purposes. 

The  transaction  was  wise  financiering.  The  board  could  not  have 
realized  as  much  if  they  had  thrown  the  bonds  on  the  market,  nor 
would  they  have  received  as  good  a  rate  of  interest  had  they  invested 
the  endowment  in  United  States  bonds  as  they  had  originally  planned. 
The  transaction  therefore  made  the  endowment  more  productive  and 
the  building  fund  larger  than  could  have  been  secured  in  any  other 
way.  Of  the  $135,000  received  from  land  scrip  the  building  site 
absorbed  $11,000  and  the  bonds  of  Washington  County  and  Fayette- 
ville $121,333.33,  leaving  a  balance  of  the  land  grant  fund  of  $2,666.66, 
which  apparently  was  applied  on  current  expenses  or  on  the  building. 
The  act  of  1862  authorized  the  use  of  ten  per  cent,  of  the  proceeds  of 


ADMINISTRATION  OF  THE  ENDOWMENT.  83 

the  sale  of  the  college  land  scrip  for  the  purchase  of  an  experiment 
farm  and  a  building  site.  This  provision  made  $13,500  available  for 
such  a  purpose.  But  the  site  cost  the  State  only  $11,000.  It  appears 
therefore  that  some  $2,666.66,  which  legally  belonged  to  the  endow- 
ment, was  applied  on  building  or  current  expenses.  Why  the  board, 
when  they  invested  the  land  scrip  money  in  the  bonds  of  Washington 
County  and  Fayetteville,  did  not  fix  the  price  of  the  bonds  at  such 
a  rate  as  to  absorb  all  of  the  endowment  fund  left  over  after  paying 
for  the  site,  is  not  easy  to  explain.  The  only  effect  would  have  been 
to  increase  the  building  fund  by  $2,666.66. 

However,  the  legal  right  of  the  board  to  invest  the  endowment 
funds  in  the  bonds  of  Washington  County  and  Fayetteville  at  a  rate 
fixed  at  their  discretion  was  raised.  It  was  made  the  subject  of 
special  inquiry  through  a  committee  consisting  of  Judge  Searle  and 
Mr.  Bishop.  The  specific  question  was  this :  "Can  the  board  of 
trustees  legally  order  the  investment  of  the  proceeds  of  the  sale  of 
the  agricultural  college  land  scrip  in  the  Washington  County  and 
Fayetteville  bonds,  estimating  in  such  investment  the  value  of  the 
bonds  at  any  figure  the  board  may  think  proper  and  best,  even  though 
the  value  fixed  might  be  greater  than  what  the  bonds  would  bring 
if  placed  upon  the  market  for  sale?"  The  recent  act  of  the  general 
assembly  which  amended  the  organic  act  of  the  university  authorized 
the  investment  of  the  endowment  in  Fayetteville  and  W^ashington 
County  bonds  "upon  the  best  practicable  terms."  Did  this  language 
require  the  purchase  of  the  bonds  at  their  lowest  market  value?  The 
committee  decided  in  the  negative.  They  reasoned  that  as  both 
funds  belonged  to  the  university,  one  for  building  purposes  and  the 
other  for  productive  endowment,  there  was  no  second  party  in 
interest,  and  that  the  board  was  at  liberty  to  invest  the  proceeds  of 
the  college  land  scrip  in  the  bonds  at  such  rate  as  would  best  conserve 
the  interest  of  both  the  endowment  and  the  building  fund.  They 
reasoned  that  the  interest  of  the  university  required  the  sale  of  the 
bonds,  whose  proceeds  the  law  directed  should  be  applied  to  buildings, 
at  such  a  price  as  to  yield  the  largest  possible  building  fund,  and  that 
the  proceeds  of  the  land  scrip,  which  the  law  set  apart  as  permanent 
endowment,  should  be  invested  so  as  to  yield  the  largest  possible 
annual  income.     The  board  claimed  that  the  conversion  of  one  fund 


84  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

into  the  other  accomplished  both  purposes.  If  the  Fayetteville  and 
Washington  County  bonds  had  been  thrown  upon  the  market,  they 
probably  would  have  yielded  much  less  than  93^/3  cents  on  the  dollar. 
On  October  18,  1871,  the  board  authorized  the  sale  of  $10,000  worth 
of  the  bonds  at  75  cents.  They  were  not  sold  at  that  price.  In  a 
letter  to  the  commissioner  of  agriculture  dated  February  19,  1872, 
the  secretary  of  the  board  in  estimating  the  assets  of  the  university 
placed  the  bonds  of  Washington  County  at  75  cents  and  those  of 
Fayetteville  at  85  cents  on  the  dollar.  Moreover  if  the  land  scrip 
money  had  been  invested  in  United  States  bonds,  the  endowment  of 
the  university  would  not  have  yielded  over  half  as  much. 

The  University  Before  the  Courts. 
The  university  collected  regularly  without  event  the  interest  on 
these  bonds  amounting  to  $10,400  annually  until  their  maturity  in 
1902,  except  in  the  collection  of  the  interest  for  1879  and  1880  there 
was  some  litigation.  When  the  proposition  to  vote  bonds  was 
originally  submitted  to  the  people  formidable  opposition  developed 
in  the  western  section  of  Washington  County,  due  to  two  or  three 
causes.  Among  some  it  was  felt  that  the  benefits  of  the  university  in 
the  main  would  accrue  to  Fayetteville.  Others  on  general  principles 
were  opposed  to  bond  issues.  Still  another  source  of  opposition 
came  from  Cane  Hill  College,  the  friends  of  which  felt  that  the 
location  of  the  university  in  the  county  would  injure  said  institution. 
That  they  were  right  in  this  view  became  more  apparent  as  the 
university  grew.  The  college  became  weaker  and  finally  died. 
Opposition  seems  to  have  increased  rather  than  diminished  for  the 
first  few  years  after  the  location  of  the  university.  This  feeling 
culminated  in  1879  in  the  refusal  of  the  county  levying  court  composed 
of  Judge  Thomas  Mullins  and  the  justices  of  the  peace  to  levy  the 
tax  to  cover  the  interest  on  the  bonds.  The  vote  of  the  court,  five 
for  the  tax  and  twenty  against  showed  the  proportions  to  which  the 
opposition  had  grown.  The  levy  should  have  been  made  for  the  period 
from  January,  1879,  to  June  30,  1880.  This  lead  to  a  mandamus  suit 
brought  by  the  university  (State  of  Arkansas  for  the  use  of  the 
Arkansas  Industrial  University  vs.  Thomas  Mullins,  et  al.)  to  compel 
the  levying  court  to  impose  the  tax.     The  suit  was  brought  at  the 


ADMINISTRATION  OF  THE  ENDOWMENT.  85 


January,  1880,  term  of  the  circuit  court  before  Judge  James  H.  Berry, 
later  governor  and  United  States  senator.  The  university  was 
represented  by  J.  M.  Pittman  and  A.  W.  Wilson,  while  the  people  of 
Cane  Hill  and  surrounding  country  engaged  Sam  W.  Peel,  later  a 
member  of  Congress,  to  represent  the  levying  court. 

The  brief  of  the  defense  and  the  testimony  of  witnesses  in  the 
case  throw  light  not  only  upon  the  immediate  question  at  issue,  but 
also  upon  the  course  of  study  at  the  university.  The  defense  pleaded 
that  the  organic  act  of  1871  authorizing  the  county  to  bid  for  the 
location  and  to  issue  bonds  was  in  violation  of  section  six  of  article 
ten  of  the  constitution  of  1868.  This  section  provided  that  the  credit 
of  the  State  or  counties  should  not  be  loaned  without  the  consent 
of  the  people  at  the  polls.  The  point  was  not  well  taken  because  the 
act  did  provide  for  the  expression  of  the  people's  will.  The  brief 
further  recites  that  the  bonds  issued  by  the  county  were  illegal  and 
void  because  at  the  election  held  on  that  issue  only  400  votes  were 
cast  for  the  proposition  and  320  against  it,  that  400  votes  were  not  a 
majority  of  the  qualified  electors,  but  that  there  were  at  least  1,500 
voters  in  the  county.  It  further  alleges  that  there  were  3,000  males 
twenty-one  years  of  age  in  the  county,  many  of  whom  were  disfran- 
chised, and  that  if  they  had  taken  part  in  the  election,  two-thirds 
would  have  voted  in  the  negative.  The  evidence  on  this  point  was 
weak.  The  defense  further  alleged  that  the  university  was  being 
conducted  almost  solely  as  a  literary  institution,  in  which  the  classics, 
mathematics  and  the  sciences  were  the  chief  elements  in  the  course  of 
study;  that  the  land  grant  act  of  1862,  to  which  the  institution  owed 
its  origin,  emphasized  agriculture  and  the  mechanic  arts  as  the  chief 
subjects  to  be  taught ;  that  Arkansas  by  the  acts  of  1867,  1868  and 
1871  solemnl}^  pledged  her  honor  to  carry  out  in  good  faith  the 
provisions  of  the  grant ;  that  the  manner  of  conducting  the  institution 
was  defeating  the  purpose  for  which  the  university  was  brought  into 
existence  and  was  therefore  in  violation  of  the  acts  of  the  general 
assembly  of  the  State.  As  the  funds  were  being  misapplied  the 
plaintiflf  insisted  that  there  was  no  obligation  on  the  county  to  pay 
the  interest  on  the  bonds. 

The  principal  evidence  introduced  bore  mainly  on  the  last  conten- 
tion, namely,  that  the  university,  being  run  almost  solely  as  a  classical 


86  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

institution,  was  in  open  violation  of  the  laws  of  Congress  and  of  the 
State.  Members  of  the  board  of  trustees  and  professors  were  called 
upon  to  testify.  Their  efforts  to  shoM'^  how  agriculture  and  mechanic 
arts  were  at  least  indirectly  being  taught  are  amusing.  Professor 
Harvey  was  the  star  witness  on  behalf  of  the  university.  He  insisted 
that  chemistry,  botany,  and  biology  taught  by  him  underlay  agri- 
culture. Professor  Gates  and  other  professors  were  also  of  the  same 
opinion.  Judge  Gregg  spoke  modestly,  but  he  understood  that  the 
subjects  taught  by  Professor  Harvey  related  to  agriculture.  He  was 
also  of  opinion  that  the  practical  part  of  agriculture  and  mechanic 
arts  amounted  to  but  little  and  money  should  not  be  wasted  upon 
them.  Only  the  underlying  principles  should  be  given.  However, 
he  said  that  the  university  had  raised  some  corn  and  rye  and  had  a 
shop  at  which  the  tools  of  the  farm  could  be  repaired.  Mr.  Dinsmore 
was  rather  frank.  He  bluntly  said  that  the  State  had  not  appropriated 
enough  to  develop  agriculture  and  mechanic  arts;  besides  there  was 
no  demand  for  them ;  the  board  had  therefore  used  the  limited  means 
at  their  command  in  providing  the  courses  for  which  there  was  a 
demand.  Colonel  Peel  in  commenting  on  the  testimony  said  that  the 
subjects  taught  at  the  university  lay  so  deeply  under  agriculture  and 
the  mechanic  arts  that  the  relationship  could  not  be  discovered. 
The  court  granted  the  prayer  of  the  university  for  a  mandamus,  and 
issued  an  order  that  the  county  levying  court  at  its  next  regular 
term  should  levy  the  tax. 

>  No  further  trouble  was  experienced  until  1897.  Washington 
County  had  provided  a  sinking  fund  to  redeem  the  bonds  at  maturity 
and  had  invested  it  in  state  bonds.  March  16,  1897,  the  general 
assembly  authorized  and  directed  the  state  treasurer  to  surrender 
the  bonds  of  Washington  County  for  the  state  bonds  held  by  the 
county,  the  exchange  to  be  made  on  the  basis  of  the  present  worth 
of  the  respective  bonds.  He  was  furthermore  required  to  cover  into 
the  treasury  the  state  bonds  received  by  him  in  exchange  and  to 
hold  the  same  as  a  part  of  the  university  endowment  fund.  The 
state  bonds  held  by  the  county  bore  six  per  cent,  interest  and  with 
the  accrued  interest  amounted  to  over  $85,000.  But  of  this  amount 
the  interest  was  nearly  half,  as  the  State  had  not  paid  the  interest 
for  many  years.     If  the  exchange  was  made,  as  the  accrued  interest 


ADMINISTRATION  OF  THE  ENDOWMENT.  87 

would  not  yield  an  income,  it  would  in  effect  reduce  the  rate  to  almost 
three  per  cent  and  would  therefore  materially  aflfect  the  income  of  the 
universit\-.  The  board  of  trustees  at  their  June  meeting  considered 
the  question  and  passed  a  resolution  authorizing  Governor  Jones  to 
employ  C.  C.  Hamby  of  Hope  and  J.  B.  ^IcDonough  of  Fort  Smith 
to  represent  the  university  in  any  litigation  that  might  arise. 

The  attorneys  took  the  position  that  inasmuch  as  the  United 
States  had  made  a  donation  to  the  university  the  United  States  had 
an  interest  in  the  institution  and  that  an  action  would  lie  before  the 
federal  court.  They  accordingly  brought  suit  (Arkansas  Industrial 
University  vs.  Ransom  Gulley,  Treasurer)  in  the  United  States  district 
court  at  Little  Rock,  asking  that  the  injunction  be  granted  against 
the  state  treasurer  forbidding  him  to  make  the  exchange  of  bonds  in 
accordance  with  the  provisions  of  the  act.  The  suit  was  filed  and  a 
temporary  injunction  granted  September  20,  1897,  and  on  the  12th 
of  the  following  April  the  restraining  order  was  made  permanent. 
The  contention  of  the  plaintiff  was  that  the  land  grant  act  of  1862 
provided  that  the  State  should  invest  the  proceeds  of  the  land  scrip 
in  securities  bearing  at  least  five  per  cent  interest,  that  the  State  in 
its  organic  and  preliminary  acts  had  accepted  this  obligation  and  had 
solemnly  pledged  its  faith  to  carry  out  the  agreement,  and  that  the 
proposed  step  would  be  in  violation  of  this  compact  in  that  the 
interest  on  the  state  bonds  to  be  received  in  exchange  for  the  bonds 
of  Washington  County,  while  at  a  nominal  rate  of  six  per  cent.,  would 
practically  yield  only  about  three  per  cent.  The  attorneys  for  the 
university  moreover  insisted  that  the  payment  of  neither  the  interest 
nor  the  principal  of  the  state  bonds  could  be  enforced,  while  in  the 
case  of  the  bonds  of  Washington  County  the  university  could  secure 
an  order  of  the  court  compelling  the  county  authorities  to  levy  a  tax 
to  cover  bonds  and  interest. 

Washington  County  was  represented  by  R.  J.  W'ilson  of  Fayette- 
ville.  He  contended  that  the  position  of  the  plaintiff  was  not  sound 
for  the  simple  reason  that  the  State  could  turn  around  and  at  once 
invest  the  accrued  interest  in  other  securities  bearing  five  per  cent 
or  over.  In  this  way  the  requirements  of  the  land  grant  act  would 
be  met.  Moreover  he  said  that  even  if  the  average  rate  of  interest 
should  fall  below  five  per  cent,  there  would  be  no  legal  ground  of 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


complaint,  provided  the  state  authorities  invested  the  bonds  in  the 
best  securities  within  the  range  of  their  opportunities.  He  called 
the  attention  of  the  court  to  the  principle  of  law  that  where  physical 
conditions  made  it  impossible  to  comply  fully  with  a  rule  of  law 
the  nearest  approach  to  compliance  satisfied  the  requirements  ot 
equity  and  would  stop  all  complaint.  In  this  connection  he  quoted 
the  decision  of  the  court  in  the  case  of  investing  the  endowment  of 
Cornell  University  in  the  bonds  of  the  city  of  Albany,  the  rate  being 
less  than  five  per  cent.  The  court  sustained  the  investment  on  the 
ground  that  safe  securities  yielding  five  per  cent  could  not  be  secured. 
However,  Judge  Williams  upheld  the  contention  of  the  board  of 
trustees  and  enjoined  the  state  treasurer  from  carrying  out  the 
provisions  of  the  act  in  question. 

Fayetteville  and  Washington  County  Redeem  Their  Bonds. 

In  the  organic  act  of  1871  it  was  stipulated  that  the  town  or  county 
securing  the  location  of  the  university  should  not  be  required  to  pay 
more  than  one  year's  interest  on  its  bonds  before  the  completion  of 
the  main  building,  and  that  in  case  more  than  one  year's  interest  was 
collected,  the  State  would  refund  said  interest.  As  the  building  was 
not  completed  until  1875,  the  interest  for  1873  and  1874  was 
erroneously  collected.  Accordingly  the  general  assembly  on  December 
14,  1875,  directed  the  state  treasurer  to  deliver  to  Washington 
County  $16,000  in  state  bonds  in  lieu  of  that  amount  of  interest 
wrongfully  collected.  The  county  was  authorized  to  use  the  interest  on 
these  state  bonds  in  settling  its  semi-annual  interest  due  the  university 
on  its  own  bonds.  The  State  did  not  refund  the  interest  erroneously 
collected  from  Fayetteville  for  over  a  quarter  of  a  century.  The 
bonds  of  both  the  county  and  the  town  fell  due  January  1,  1902.  In 
1901  the  general  assembly  passed  acts  making  provision  for  final 
settlement.  Washington  County,  it  seems,  had  with  a  sinking  fund 
bought  state  bonds,  which,  with  the  accrued  interest,  amounted  to 
$88,500. 

An  act  passed  May  23,  1901,  authorized  the  county  on  the  first  of 
the  following  January  to  deliver  to  the  state  treasurer  said  state 
bonds  and  sufficient  money  to  cover  the  $100,000  county  bonds  held 
by  the  State.    Whereupon  it  was  made  the  duty  of  the  state  treasurer 


ADMINISTRATION  OF  THE  ENDOWMENT.  89 

to  surrender  the  bonds  of  the  county.  Furthermore  the  state 
treasurer  was  directed  to  set  aside  $100,000  of  3  per  cent  funded 
state  bonds  of  1899  as  a  part  of  the  permanent  endowment  of  the 
university,  the  interest  to  be  paid  annually.  The  state  debt  board 
was  also  authorized,  if  it  deemed  it  wise,  to  dispose  of  said  bonds  at 
not  less  than  par  and  to  invest  the  proceeds  for  the  university  in  safe 
securities  bearing  a  higher  rate  of  interest.  On  the  same  day  the 
legislature  authorized  the  city  of  Fayetteville  to  pay  on  the  first  of 
the  following  January  the  accrued  interest  and  to  redeem  as  many 
of  its  bonds  held  by  the  State  in  trust  for  the  university  as  the  city 
was  able.  Aloreover  the  act  authorized  Fayetteville  to  issue  new  five 
per  cent  bonds  payable  in  five  or  twenty  years  in  lieu  of  the  bonds 
which  said  city  was  unable  to  pay.  The  act  furthermore  directed  the 
state  treasurer  in  settling  with  Fayetteville  to  surrender  to  the  cit}" 
$4,800  worth  of  her  bonds  to  cover  the  interest  erroneously  collected 
in  1873  and  1874.  The  new  five  per  cent  bonds  of  Fayetteville  and 
other  safe  securities  to  be  purchased  with  the  mone}^  received  from 
the  city,  it  was  directed,  should  be  set  aside  as  a  part  of  the  permanent 
endowment  of  the  university.  Under  the  provisions  of  this  act  the 
city  of  Fayetteville  in  1902  redeemed  all  but  $9,000  of  her  bonds  and 
in  place  of  the  old  ones  issued  new  five  per  cent  bonds  up  to  that 
amount.    In  1907  the  city  took  up  these  bonds. 

Present  St.\tus  of  the  Endowment. 

The  state  bonds  received  from  Washington  County  upon  final 
settlement  were  set  aside  as  a  part  of  the  permanent  endowment ;  the 
cash  received  from  Fayetteville  and  the  county  was  invested  in  state 
bonds,  raising  the  total  investment  in  three  per  cent  state  bonds  to 
$116,000,  which  is  the  amount  now  to  the  credit  of  this  fund.  Since 
Fayetteville  redeemed  the  last  of  her  bonds  in  1907,  the  money  has  not 
been  invested.  So  there  is  in  cash  to  the  credit  of  the  endowment  fund 
$9,193.75.  This  makes  a  total  endowment  of  $125,193.75.  There 
should  be  $130,000  besides  the  $2,666.67  of  the  land  scrip  sale  which, 
as  has  been  explained,  was  probably  used  for  current  expenses.  The 
reason  why  the  present  endowment  is  short  by  almost  five  thousand 
dollars  is  that  in  1902,  when  the  State  refunded  to  the  city  $4,800  of 
interest  wrongfully  collected  in   1873  and   1874,  she  surrendered  to 


90  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Fayetteville  that  amount  of  the  city's  bonds  held  to  the  credit  of  the 
endowment  fund  instead  of  paying  in  cash.  The  State  therefore  owes 
the  endowment  fund  $6,472.92  and  is  to  that  extent  violating  the 
pledge  made  to  the  government  in  accepting  the  college  land  grant. 
With  regard  to  the  rate  of  interest  the  investment  is  realizing  two 
per  cent,  less  than  the  act  of  1862  requires.  If  three  per  cent,  is  the 
best  rate  that  can  be  had  on  long  time  safe  securities,  the  State  is 
not  open  to  criticism  at  this  point. 

Comparative    Statement. 

The  following  tabular  statement  will  afford  an  opportunity  to 
compare  the  amounts  of  land  received  by  several  states  under  the 
act  of  1862  and  to  what  advantage  each  state  sold  its  land  or  scrip. 

Amount  realized  Total  amount 

State.                                              No.  acres.                  per  acre.  realized. 

Arkansas 150,000  $  .90            $      135,000.00 

Delaware    90,000  .92  83,000.00 

Maryland    210,000  .55  115,943.00 

Alabama    240,000  i  .06  253,500.00 

Maine    210,000  .56  118,300.00 

Illinois    450,000  1 .00  450,000.00 

Oregon   90,000  i .04  93,985.00 

New  Hampshire   150,000  . 53  80,000.00 

Rhode  Island  120,000  .41  50,000.00 

California    150,000  5.14  771,676.86 

Missouri 330,000  .52  170.000.00 

Indiana    390,000  .87  340.000.00 

Wisconsin   240,000  i  .51  363.738.88 

West  Virginia  150,000  .60  90,000.00 

Massachusetts    390,000  .56  219,000.00 

Ohio    630,000  .  54  342  450.80 

Nevada  90,000  1.051/2  95,000.00 

Vermont    150,000  .90  135,500.00 

Pennsylvania    780,000  . 52  406,000.00 

Tennessee    300,000  i .  345^  403,500 .  00 

Nebraska    90,000  .44  39,504.52 

Connecticut    180,000  .  75  135,000 .  00 

North  Carolina   270,000  .46  125.000.00 

South  Carolina   180,000  i  .07  191,800.00 

Texas    180,000  1.16  209,000.00 

Kansas    90,000  5.57  501,426.33 


ADMINISTRATION  OF  THE  ENDOWMENT.  91 


State.  No.  acres. 

Mississippi 207,920 

Florida    90,000 

Georgia    270,000 

Iowa   * 240,000 

Minnesota    120,000 

Xew  Jersey  210,000 

Virginia    300,000 

Colorado 90,000 

Michigan 240,000 

Kentucky   330,000 

Louisiana    210,000 

Xew  York   989.920 

9,597,840 


Amount  realized 

Total  amount 

per  acre. 

realized. 

$     .90 

188.028.00 

1-73 

155,800.00 

.90 

243,000.00 

2.70 

649,396.16 

4.39 

526,837  96 

-55 

116,000.00 

.95 

285,000.00 

Est.  in  part    1.25 

112,500.00 

2.50 

600,000.00 

.60 

200,000.00 

1. 00 

210.000.00 

6.73 

6.661,473-88 

$1.65 

$15,866,371.39 

CHAPTER  VII. 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP. 


The  administration  of  each  President  Gates  and  President  Bishop 
was  short.  As  both  were  occupied  wath  the  foundation  work  of  the 
organization  and  the  beginning  of  the  university  they  will  be  treated 
together.  President  Gates  entered  upon  the  discharge  of  the  duties 
of  his  office  December  13,  1871,  and  continued  until  December  20, 
1873,  when  he  gave  place  to  President  Bishop,  Who  held  the  position 
until  June,  1875.  Again  Professor  Gates  was  advanced  to  the 
presidency  and  held  the  office  until  June,  1877. 

Personnel. 

In  the  organization  of  the  university  the  selection  of  a  faculty  was 
among  the  many  duties  imposed  upon  the  executive  committee.  The 
first  faculty  was  indeed  small,  but  the  institution  was  also  small.  Only 
seven  students  matriculated  the  first  day ;  and  only  ten  in  the  normal 
department,  none  in  the  college  and  ninety-one  in  the  preparatory 
department  matriculated  the  first  fraction  of  a  year  (January  to 
July,  1872).  The  students  matriculating  the  first  day  were  A.  W. 
Gregg,  A.  S.  Gregg,  Anna  Putnam,  C.  R.  Gilbreth,  R.  Putnam,  W.  G. 
Brooks  and  H.  F.  Buie.  The  corps  of  teachers  for  that  year  consisted 
of  the  following:  N.  P.  Gates,  acting  president,  principal  of  the 
normal  department  and  acting  professor  of  mental  and  moral 
philosophy,  salary  $2,440;  C.  H.  Leverett,  professor  of  ancient 
languages  and  literature,  salary  $2,000;  Miss  Mary  R.  Gorton, 
preceptress  of  mathematics  and  English  literature  in  the  normal 
department,  salary  $2,000;  Miss  L.  J.  Stanard,  instructor  in  the 
model  school,  salar}-  $1,500. 

The  committee  wisely  postponed  the  selection  of  a  permanent 
president.  Professor  Gates,  the  acting  president,  was  a  Kentuckian 
by  birth.  He  received  his  education  in  the  common  schools  and  in 
colleges  in  Kentucky,  Missouri  and  Illinois.  Educated  for  the 
ministry  he  took  up  teaching  temporarily  for  financial  reasons,  became 


94  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

absorbed  in  it,  and  continued  an  educator  throughout  Hfe.  After  nine 
years  in  the  public  schools  of  Illinois,  he  in  1869  came  South  on 
account  of  failing  health  and  accepted  the  superintendency  of  the  city 
schools  of  Little  Rock,  which  position  he  held  when  he  was  called 
to  the  presidency  of  the  university.  He  was  acting  president  until 
December,  1873,  and  from  August,  1875,  to  July,  1877 ;  he  was 
principal  of  the  normal  department  of  the  university  from  1872  to 
1875,  and  from  1877  to  1884.  President  Gates  was  the  burden  bearer 
in  the  early  days  of  the  university.  He  organized  the  school,  did  all 
the  teaching  for  the  first  few  weeks,  assisted  the  executive  committee 
in  securing  teachers,  prepared  courses  of  study,  supervised  the  con- 
struction of  temporary  buildings,  superintended  the  farm,  and  in  the 
midst  of  it  all  did  heavy  class-room  work.  Even  when  General  Bishop 
was  president,  many  executive  duties  were  still  left  to  Professor  Gates. 
He  was  also  active  in  bringing  the  university  to  the  attention  of  the 
public  through  the  press  and  the  platform. 

Professor  Leverett  was  born  in  Massachusetts,  moved  South  and 
took  a  classical  course  at  the  University  of  South  Carolina,  graduating 
with  the  M.  A.  degree.  He  then  taught  school  for  a  time  in  South 
Carolina.  After  the  war  he  came  west  and  accepted  the  principalship 
of  an  academy  at  Searcy,  Arkansas.  Later  he  was  principal  of 
Ozark  Institute  near  Fa\'"etteville.  From  this  school  he  came  to 
the  university,  probably  the  first  teacher  to  join  President  Gates  after 
the  opening.  Miss  Mary  Gorton  was  teaching  in  Cook  County  (111.) 
Normal  when  she  was  invited  to  the  chair  of  English  and  mathematics 
in  the  normal  department.  For  a  time  she  taught  all  of  the  English 
and  mathematics  in  the  university.  She  was  principal  of  the  normal 
department  the  last  year  of  her  connection  with  the  university.  Other 
teachers  were  added  from  time  to  time  as  the  means  of  the  university 
permitted.  During  the  scholastic  year  of  1872-73  Dr.  Richard 
Thurston  of  Van  Buren  was  engaged  to  deliver  twelve  lectures  on 
theoretical  and  practical  agriculture  and  horticulture;  Captain  Henry 
L.  Burnell  was  instructor  in  military  science  and  tactics ;  W.  D.  C. 
Botefuhr  became  professor  of  music,  and  H.  C.  C.  Botefuhr,  a  member 
of  the  board,  was  made  superintendent  of  the  farm.  An  important 
acquisition  was  made  to  the  faculty  in  October,  1873,  when  T.  L. 
Thompson  was  elected  professor  of  theoretical  and  applied  chemistry. 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  95 

He  was  a  gifted  young  man,  a  B.  S.  graduate  of  Iowa  State  College 
of  Agriculture.  He  took  an  active  part  in  the  work  of  the  university 
for  the  short  time  he  was  here ;  he  was  secretary  of  the  faculty  much 
of  the  time  and  was  also  superintendent  of  the  farm.  He  died  of 
pneumonia  February  3,  1875.  The  faculty  in  their  minutes  speak  of 
him  as  one  "upon  w^hom  Divinity  had  set  the  seal  of  superior  man- 
hood." For  the  remainder  of  the  scholastic  year  advanced  students 
were  employed  to  teach  in  the  preparatory  department  and  Prof. 
Thompson's  classes  were  divided  among  other  members  of  the 
faculty.  Gen.  N.  B.  Pearce  also  made  his  first  appearance  in  the 
faculty  of  1873-74. 

Lieutenant  E.  S.  Curtis  of  the  second  artiller}^  was  detailed  in 
1873  to  take  the  place  of  Mr.  Burnell.  He  remained  professor  of 
military  science  and  tactics  until  1875  when  a  difference  between  him 
and  the  faculty  over  a  question  of  jurisdiction  and  discipline  led  to 
his  retirement.  He  seems  to  have  been  a  competent  officer.  Two 
important  acquisitions  to  the  faculty  were  made  by  the  executive 
committee  in  the  selection  of  Professor  O.  C.  Gray  and  Professor 
James  ^litchell.  Professor  Gray  was  appointed  to  the  chair  of 
mathematics  and  civil  engineering  vice  General  Pearce.  He  was 
already  a  prominent  educator  in  the  State,  having  served  as  president 
of  St.  John's  College  at  Little  Rock  from  1869  to  1874.  He  filled  an 
important  place  in  the  faculty  for  many  years.  Professor  Mitchell 
was  also  a  man  of  ability.  He  was  called  to  the  chair  of  history  and 
English  literature,  a  position  just  created.  ^liss  Gorton  had  hitherto 
taught  English,  and  history  had  received  no  attention  further  than 
two  very  elementary  courses  in  United  States  and  general  history, 
and  a  short  course  in  the  history  of  civilization.  Professor  Mitchell 
was  called  from  Cane  Hill  College.  He  was  a  «seful  member  of  the 
faculty  for  the  short  time  spent  in  the  university.  He  resigned  in 
November,  1876. 

Professor  Thompson  was  succeeded  by  F.  L.  Harvey  of  the  low^a 
State  College  of  Agriculture.  Both  men  were  brought  to  Arkansas 
through  the  influence  of  President  Welch  of  the  College  of  Agriculture 
of  Iowa  w-ho  in  1873  declined  the  presidency  of  the  University  of 
Arkansas  to  which  position  he  had  been  elected.  Professor  Harvey 
was  a  strong  man  and  played  a  conspicuous  part  in  the  history  of  the 


96  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

university  for  many  years.  A  unique  character  was  added  to  the 
faculty  in  March,  1876,  in  the  person  of  K.  Demmlar  of  Chicago.  He 
was  a  German  and  was  made  professor  of  civil  and  mechanical 
engineering  and  German.  He  filled  the  chair  from  March,  1876,  to 
June,  1877.  Professor  E.  J.  Borden  filled  the  chair  of  mental  and 
moral  science  in  1876-77.  Professor  O.  F.  Russell  became  principal 
of  the  preparatory  department  in  1876. 

The  Color  Line  Drawn. 

In  the  first  administration  of  President  Gates  the  embarrassing 
question  of  admitting  the  negro  to  the  university  came  up.  It  will  be 
remembered  that  in  the  campaign  in  Washington  County  for  the 
bond  issue  to  secure  the  location,  that  question  entered.  Speakers 
championing  the  bond  issue  were  called  upon  to  say  whether  the 
negro  would  be  admitted.  January  17,  1872,  at  a  meeting  of  the  board 
held  at  Little  Rock  the  following  resolution  was  offered : 

"Resolved,  That  when  the  exigencies  of  the  case  demand  it,  the 
executive  committee  of  this  board  be  and  are  hereby  instructed  to 
inform  the  president  of  the  Arkansas  Industrial  University  that  white 
and  colored  students  shall  be  admitted  into  the  same  classes  by  him." 
After  free  discussion  the  following  substitute  resolution  was  adopted : 

"Resolved,  That  when  this  question  shall  arise,  in  the  course  of 
events  pertaining  to  the  regulation  of  the  university,  it  shall  be 
disposed  of  as  the  sound  discretion  of  the  executive  committee  may 
dictate." 

In  his  commencement  oration  delivered  in  June,  1872,  General 
Bishop,  a  member  of  the  board,  speaks  felicitously  of  "the  question  of 
race  and  color"  as  being  practically  settled  and  grows  eloquent  about 
the  university  being  a  place  where  "all  [are]  privileged  to  attend,  and 
with  equal  facilities  to  struggle  after  that  preeminence  which  is  the 
reward  alone  of  industry  and  capacity."  The  subsequent  action  of 
the  executive  committee  perhaps  throws  light  upon  General  Bishop's 
utterance.  In  their  report  made  to  the  board  April  14,  1873,  in  speak- 
ing of  the  terms  of  admission  they  said,  "Under  the  resolution  by  your 
board,  passed  in  that  behalf,  we  have  thrown  the  institution  open  to 
all,  without  regard  to  race,  sex  or  sect."     This  action,  it  seems,  has 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP  97 

never  been  rescinded.  Of  course  the  establishment  of  the  branch 
normal  at  Pine  Bluff  in  1875  in  accordance  with  the  act  of  1873 
removed  the  question  from  the  domain  of  practical  consideration.  But 
if  General  Bishop  meant  that  the  two  races  were  to  be  educated 
together  in  the  university  when  he  congratulated  the  institution  on 
the  practical  solution  of  the  race  question,  he  counted  without  his 
host.  He  forgot  that  he  was  in  the  South,  and  that  1872  was  only 
seven  years  removed  from  the  Civil  War.  President  Gates  had  the 
unpleasant  duty  of  facing  the  question  in  its  practical  bearing.  One 
negro  had  the  temerity  to  apply  for  admission.  According  to  the  law 
he  could  not  be  excluded.  President  Gates  did  perhaps  about  as  wise 
a  thing  as  could  have  been  done  short  of  defying  the  board.  He 
admitted  the  negro,  but  required  him  to  stay  during  school  hours  in 
an  outhouse  nearby,  and  at  noon  and  after  school  he  himself  heard 
the  negro's  recitations.  The  negro  was  not  allowed  to  come  about 
the  building  occupied  by  the  white  students. 

Course  of  Study. 

After  laying  down  some  general  principles  the  executive  committee 
left  the  details  of  the  courses  of  study  to  be  worked  out  by  the  facult}^ 
promising  that  they  would  later  submit  to  the  board  a  more  compre- 
hensive and  permanent  scheme.  Accordingly  President  Gates  and 
his  faculty  announced  in  the  first  catalogue  two  courses,  a  "general 
course"  of  four  years  based  on  the  completion  of  the  grammar  grade 
work  today  and  probably  designed  for  the  B.  A.  degree,  though 
not  until  five  years  after  the  opening  was  the  degree  mentioned,  and 
"normal"  courses  of  two  and  three  years.  The  following  year  two 
other  four-year  courses  were  added,  one  in  agriculture  and  another 
in  engineering.  For  the  agricultural  course,  which  was  largely 
scientific,  there  was  no  real  demand.  Most  of  the  students  took  the 
classical  or  normal  course,  but  few  being  interested  in  engineering. 
A  commercial  course  appears  after  1873  and  thereafter  until  the  close 
of  President  Gates'  second  administration.  The  course  covered  two 
years  and  required  that  the  student  devote  about  one-third  of  his  time 
to  bookkeeping  and  penmanship.  Students  completing  the  course 
to  receive  the  degree  of  Bachelor  of  Commerce.     It  is  a  noteworthy 


98  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

fact  that  this  was  the  first  degree  mentioned  as  offered  by  the  univer- 
sity, but  it  is  not  clear  that  any  such  degree  was  ever  conferred. 

For  the  year  1876-7  the  course  was  lengthened  to  four  years  by 
additions  in  modern  languages,  science  and  philosophy.  In  another 
two  years  the  entire  course  was  quietly  dropped.  Its  death  seems  to 
have  been  gradual,  only  eight  students  being  catalogued  for  1875-6 
and  none  for  1876-7. 

True  to  their  word  the  executive  committee  took  their  work 
and  promise  seriously.  April  18,  1873,  they  reported  a  permanent 
plan  of  organization  of  the  university.  They  felt  that  as  the  land 
scrip  had  been  issued  and  sold,  the  stage  of  uncertainty  had  passed 
and  that  the  time  was  ripe  for  a  far-reaching  plan  of  operation. 
While  they  were  conscious  that  the  plan  proposed  might  appear 
"too  comprehensive  and  extended,"  they  thought  anything  less, 
especially  in  respect  to  the  industrial  features,  would  fall  short  of 
the  great  objects  contemplated  by  the  college  land  grant  act  and  the 
organic  act  of  the  State.  They  emphasized  strongly  the  agricultural 
and  industrial  features  of  the  institution.  Commenting  on  this  they 
said : 

These,  doubtless,  were  the  reasons  that  prompted  Congress  to  lay  the  founda- 
tion of  this  new  class  of  colleges  and  universities — new  in  their  aims  and  results, 
new  in  their  organization — institutions  which  should  train  men  to  the  industrial 
pursuits  and  help  them  to  turn  a  portion  of  the  currents  of  educated  life  into  the 
channels  of  productive  industry.  By  them  it  was  intended  to  link  learning  more 
closely  with  labor,  and  to  bring  the  light  of  science  more  fully  to  the  aid  of  the 
productive  arts.  Through  them  it  was  intended  to  give  the  pursuits  of  agriculture 
and  the  mechanic  arts  that  honor  and  commanding  position  in  the  community  to 
which  they  are  justly  entitled — the  honor  and  position  which  should  not  be  inferior 
in  any  enlightened  community  to  those  even  of  the  so-called  "learned  professions." 

The  fact  is  the  committee  showed  a  clear  grasp  of  the  purposes 
of  the  land  grant  act;  it  is  doubtful  whether  a  clearer  statement  of 
the  plans  and  purposes  of  the  new  institutions  brought  into  existence 
by  the  land  grant  act  can  be  found  in  contemporary  writings  than 
this  report  gives.  The  blame  for  the  small  number  that  took  agricul- 
ture and  engineering  in  the  early  days  can  not  be  placed  at  the  door 
of  the  board  nor  of  the  faculty,  for  the  legislation  of  both  bodies 
favored  industrial  courses.  It  might  be  urged  with  some  justice  that 
for  the  first  twenty  years  the  board  did  not  employ  men  scientifically 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  99 

trained  in  agriculture,  though  with  almost  equal  truth  it  might  be 
said  that  but  few,  if  any,  such  men  existed  in  the  United  States.  The 
schools  had  simply  not  trained  a  body  of  men  for  the  agricultural 
colleges.  The  fact  is  there  was  no  demand  for  the  work,  neither  was 
there  any  adequate  appreciation  among  the  people  of  the  State  of  the 
need  of  science  as  applied  to  either  agriculture  or  industry,  and  no 
kind  of  artificial  stimulants  could  overcome  this  lethargy.  The 
university  had  to  wait  on  the  people,  on  the  "moving  of  the  waters." 
After  having  stated  forcibly  the  aims  of  the  institution  the 
committee  made  the  following  specific  recommendations : 

The  univ-ersity  proper   shall   embrace  four   colleges,   with    thirteen    subordinate 
schools  as  follows: 

I.  The  college  of  agriculture,  including 

First — The  school  of  agriculture. 
Second — The  school  of  horticulture. 

II.  The  college  of  engineering,  including 

First — the  school  of  mechanical  engineering. 
Second — The  school  of  mining  engineering. 
Third — The  school  of  civil  engineering. 
Fourth — The  school  of  architecture. 

III.  The  college  of  natural  science,  including 
First — The    school   of  chemistry. 
Second — The  school  of  natural  histor>'. 

IV.  The  college  of  general  science  and  literature,  including 

First — The  school  of  English  and  modern  languages  and  literature. 
Second — The  school  of  ancient  languages  and  literature. 
Third — ^The  school  of  mathematics. 

In  addition  they  said  the  college  would  include  history,  social  science, 
military  science,  and  a  school  of  commence.  The  faculty  was 
directed  to  work  out  the  details  as  the  progress  of  the  university  might 
require.  ^loreover  the  faculty  was  charged  with  the  duty  of 
prescribing  the  courses  for  the  normal  department.  The  committee 
also  recommended  the  establishment  of  the  following  chairs  in  the 
universit}'  proper : 

First — The  chair  of  mental  and  moral  philosophy. 
Second — The  chair  of  English  languages  and  literature. 
Third — The  chair  of  ancient  languages  and  literature. 


100  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Fourth — The  chair  of  practical  and  theoretical  agriculture. 

Fifth — The  chair  of  botany  and  horticulture. 

Sixth — The  chair  of  theoretical  and  applied  chemistry. 

Seventh — The  chair  of  mechanical  science,  engineering-  and  mining 
engineering. 

Eighth — The  chair  of  mathematics  and  civil  engineering. 

Ninth — The  chair  of  military  science. 

Besides   these   they   advised   the   establishment   of  six   chairs   in   the 
normal  department. 

The  plan  was  indeed  an  ambitious  one.  It  could  not  then  be 
realized  nor  has  it  been  fully  carried  out  up  to  the  present.  Though 
in  general  the  plan  marks  the  broad  outlines  along  w^hich  the  insti- 
tution has  been  developing.  It  will  be  noted  that  in  these  matters  the 
board  and  not  the  faculty  took  the  lead.  Judge  Searle  was  chairman 
of  the  executive  committee  and  may  have  written  the  report.  The 
board  and  its  committees  deserve  credit  for  both  the  intelligence  that 
they  brought  to  bear  on  the  problems  and  the  time  that  they  devoted 
to  the  institution. 

This  utilitarian  conception  of  education  met  with  determined 
opposition.  Almost  all  of  the  educators  trained  in  the  traditional 
college  were  either  skeptical  or  opposed  to  the  plan.  As  broad  and 
liberal  an  educator  as  President  Eliot  of  Harvard  said  in  1873  that 
the  state  might  provide  for  universal  elementary  education  on  the 
basis  of  its  being  a  cheap  police  system,  but  that  no  one  should  be 
taxed  to  send  another  man's  son  to  high  school  or  college.  This 
opposition  took  form  in  an  investigation  into  the  administration  of 
the  land  grant  colleges  by  Congress  in  1874.  The  house  committee 
on  education  and  labor  was  directed  to  conduct  an  investigation  into 
the  management  of  these  institutions.  The  questions  sent  out  were 
searching,  calling  for  detailed  information  about  the  sale  of  the  land 
scrip,  the  investment  and  administration  of  the  endowment,  the 
working  of  the  schools,  courses  of  study,  and  particularly  the  work 
done  in  agriculture  and  the  industrial  arts.  The  reports  seem  to  have 
disarmed  the  opposition,  for  the  fight  soon  ceased. 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  101 

First  Years  of  the  University. 

While  the  course  of  study  was  elementary  and  the  material 
equipments  were  meager,  the}'  were  no  more  so  than  the  general 
educational,  social  and  economic  conditions  of  the  State  at  the  time 
were  primitive.  There  were  not  many  miles  of  railroad ;  no  line 
penetrated  the  northwest  section  of  Arkansas.  The  country  was  still 
new.  Besides,  it  had  not  recovered  from  the  Civil  War.  Daily  mails 
reached  comparatively  few  places.  The  public  school  system  existed 
merely  on  paper ;  it  had  an  officiary,  the  external  machinery ;  but  it 
had  no  vitality.  It  had  no  financial  support.  What  state  funds 
were  available  were  in  the  form  of  depreciated  scrip.  Not  only  were 
the  public  schools  in  the  germinal  stage,  but  moreover  the  private 
schools  were  few  and  weak.  Under  these  conditions  a  body  of 
students  prepared  for  college  was  out  of  the  question.  The  college 
itself  was  compelled  to  take  crude  and  unprepared  students  and  fit 
them  for  college.  Most  of  the  matriculates  knew  something  of  the 
"common  branches."  a  few  even  had  the  rudiments  of  Latin.  Hence 
the  major  work  of  the  first  few  years  was  preparatory  and.  judged  by 
present  college  standards,  the  graduate  of  the  early  days  could  about 
enter  the  sophomore  class  of  today.  During  the  first  fractional  year 
there  was  no  collegiate  student  and  the  time  was  occupied  in  review- 
ing preparatory'  subjects,  or  "licking  the  cubs  into  shape,"  as  an 
alumnus  has  expressed  it.  So  much  was  this  general  review  needed 
that  during  this  first  year  the  whole  body  of  students  save  the  primary- 
were  often  called  together  and  put  through  general  drills  in  arithmetic, 
elocution,  grammar,  geography  and  history.  Out  of  these,  general 
meetings  sprang  the  first  literary  society.  Some  of  the  most  valuable 
services  of  President  Gates  consisted  in  brief  morning  talks  to  the 
untrained,  but  enthusiastic  students  on  practical  questions,  such  as 
manners,  morals,  and  education.  It  was  not  until  the  second  year 
that  a  freshman  class  was  organized.  The  normal  department  was 
emphasized  with  a  view  to  serving  the  imperative  need  of  the  State 
for  better  trained  teachers.  It  was  not  until  1875  that  the  first  normal 
class  was  graduated.  It  was  a  memorable  event,  not  only  because  of 
its  being  the  first  graduation  exercise,  but  because  it  was  the  first 


102  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

university  exercise  to  be  held  in  the  new  University  Hall.  No  degrees 
were  conferred.  In  1876  the  first  class  of  the  classical  course 
graduated. 

In  the  matter  of  equipments  for  college  work  the  university  was  no 
better  off  than  in  point  of  buildings.  There  were  probably  a  dozen 
or  more  books  as  a  nucleus  of  a  library  during  the  first  fraction  of 
a  year.  The  next  year  other  books  and  a  few  periodicals  were  added. 
Only  small  amounts  for  books  could  be  allowed  by  the  board.  The 
fact  is,  the  funds  appropriated  for  the  library  have  never  been  large. 
The  class-room  equipments  the  first  year  consisted  mainly  in  black- 
boards and  wall-maps.  Not  until  Professor  Thompson  came  in  1873 
was  there  any  apparatus  for  work  in  science.  He  secured  enough 
funds  for  sufHcient  apparatus  for  a  course  in  general  chemistry.  With 
the  coming  of  Professor  Harvey  some  physical  apparatus  was 
purchased.  Prior  to  that  the  subject  seems  to  have  been  taught 
without  any  laboratory.  The  two  frame  buildings  previously  men- 
tioned erected  in  the  autumn  of  1871  and  in  the  summer  of 
1872  together  with  an  addition  made  in  the  vacation  of  1873,  housed 
the  university  until  the  main  building  was  completed  in  1875.  The 
two  frame  buildings  were  two  stories  and  were  connected  by  a 
hallway  roofed  over  and  enclosed.     They  stood  west  of  University 

Hall. 

University  Hall. 

In  this  period  the  main  university  building  was  erected.  Its 
construction  was  delayed  by  the  failure  of  the  government  to  issue 
the  land  scrip.  However,  this  obstacle  was  overcome  in  1872  and  in 
August  of  that  year  the  board  authorized  the  sale  of  the  scrip  even 
before  its  delivery.  The  contract  called  for  settlement  in  full  for  the 
scrip  within  twelve  months.  This  fund  was  in  part  available  April 
14,  1873.  when  the  board  met  and  invested  the  land  scrip  endowment 
funds  in  the  bonds  of  Fayetteville  and  Washington  County  and  thus 
at  once  made  available  for  building  purposes  $121, 333 V3,  the  cash  price 
of  said  bonds.  By  this  time  the  board  was  thoroughly  convinced  that 
the  plans  of -the  main  building  of  the  University  of  Illinois  were 
superior  to  the  plans  of  McKay  &  Helmle  adopted  the  year  before  by 
the  building  committee.  On  being  advised  by  Judge  Searle  and  Mr. 
Bishop  that  the  board  was  under  no  contractual  obligations  either 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  103 

directly  or  by  implication  with  McKay  &  Helmle  for  the  erection  of 
the  building  according  to  their  plans,  the  board  adopted  the  plans  of 
the  Illinois  building.  On  July  4,  1873,  the  committee  on  buildings 
and  grounds  reported  the  several  bids  for  the  construction  of  the 
building  according  to  the  plans  and  specifications  of  the  main  hall  of 
the  University  of  Illinois.  As  the  bid  of  Mayes  &  Oliver  for  $123,855 
was  the  lowest,  the  contract  was  awarded  to  them,  the  building  to  be 
completed  by  September  1,  1875.  John  A.  McKay,  a  bidder  for  the 
contract,  was  made  supervising  architect.  At  a  later  meeting  Judge 
Lafayette  Gregg  and  Stephen  K.  Stone,  citizens  of  Fayetteville,  were 
made  advisory  and  consulting  members  of  the  building  committee. 
Upon  this  local  committee,  though  not  members  of  the  board,  fell 
heavy  duties  of  supervision.  The  main  credit  for  the  excellent 
workmanship  and  the  high  grade  of  materials  for  which  the  building 
is  noted,  is  due  to  Judge  Gregg,  who  with  great  care  watched  over 
the  building  while  in  process  of  construction.  In  1874,  after  the 
contractors  had  begun  the  building,  the  old  committee  gave  place 
to  a  new  one,  consisting  of  Lafayette  Gregg,  A.  W.  Dinsmore  and 
M.  F.  Lake.  This  change  of  the  board  by  Governor  Baxter  was  the 
forerunner  of  the  political  revolution  of  that  year,  which  turned  the 
state  government  over  to  the  Democrats.  There  was  no  change  in 
the  building  plans  except  that  the  architect  was  summarily  discharged 
for  neglect  of  duty.  The  building  was  completed  according  to 
contract  time  and  was  accepted  September  8,  1875.  Alterations  in  the 
plans  as  the  building  progressed  made  it  cost  $135,246.88.  Later  as 
needs  required  the  basement  and  third  and  fourth  floors  were 
completed  and  fitted  up  for  use.  The  building  for  many  years  served 
all  the  needs  of  the  university  and  is  still  the  main  hall  for  the  arts 
departments. 

Beneficiaries. 

In  1874  the  board  changed  the  method  of  appointing  beneficiaries. 
The  old  method  was  not  bringing  in  students  in  sufficient  numbers. 
For  instance,  in  1872-73,  out  of  230  students,  only  67  were  beneficiaries 
and  the  following  year  only  119  out  of  321.  The  board  accordingly 
divided  the  State  into  nine  subdivisions  and  assigned  a  division  to 
each  member.  Hereafter  a  beneficiary  was  to  be  appointed  by  the 
member  of  the  board   in    charge   of  the   district  within   which    the 


104  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

applicant  lived.  The  trustee  might  delegate  the  power  to  the  county 
superintendent.  Each  trustee  was  expected  to  be  active  in  his  efforts 
to  fill  the  quota  of  beneficiaries  to  which  the  counties  within  his 
district  were  entitled.  The  plan  does  not  appear  to  have  improved 
matters,  for  in  the  year  1874-1875,  out  of  a  total  enrollment  of  344, 
there  were  only  155  beneficiaries.  The  non-beneficiaries  were  chiefly 
from  Washington  County.  The  railroads  offered  half  fare  to 
beneficiaries. 

Finances. 

The  sources  of  income  of  the  university  during  this  period  were 
state  appropriations,  the  bonds  of  Fayetteville  and  Washington 
County,  the  endowment,  and  student  fees.  The  endowment  yielded 
$10,400  annually ;  the  sale  of  the  bonds  largely  paid  for  the  building, 
while  student  fees  and  state  appropriations  were  used  to  meet  current 
expenses.  The  appropriations  were  as  follows:  In  1871,  $50,000; 
in  1873,  $30,000;  in  1875,  $6,389,  besides  $5,000  allowed  to  meet  the 
expenses  of  the  board  of  visitors  created  in  that  year.  In  1872  the 
legislature  appropriated  $31,577.67,  but  only  $10,000  of  it  was  for 
maintenance.  The  rest  was  to  cover  an  unpaid  balance  on  the  building 
and  the  expenses  of  the  board  of  visitors.  The  appropriations  by  the 
State  were  paid  in  scrip  and  on  some  of  this  the  board  realized  only 
31  cents  on  the  dollar.  The  financial  administration  was  primitive. 
All  accounts  from  the  smallest  to  the  largest  had  to  be  presented  to 
the  executive  committee  for  approval.  The  records  of  the  committee 
show  that  some  accounts  were  allowed  and  ordered  paid  in  currency, 
others  in  state  scrip.  It  was  important  which  form  of  payment  was 
ordered.  Salaries  varied  during  this  period.  The  president  at  first 
received  $2,700,  and  professors  about  $2,000.  The  salary  fixed  for 
General  Bishop  when  elected  was  $4,000.  When  the  board  was 
changed  in  1874,  his  salary  was  reduced  to  $2,700,  the  principal  of  the 
normal  department  was  allowed  $2,100,  while  other  full  professors 
were  paid  $1,700. 

In  December,  1873,  Senator  Morrill  introduced  a  bill  providing 
for  the  further  endowment  of  the  land  grant  colleges.     It  proposed 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  105 

!    to   set   apart    the    net    proceeds    of   the    sale   of   public    lands    as   an 

education  fund  to  be  an  endowment,  the  interest  on  which  was  to  be 

I    divided  into   two  equal  parts,  one   to  be   divided  among  the   states 

i    for  the  support  of   public  schools,  while  the  other  half  was   to  be 

I    applied  to  the  support   of  the  land  grant  colleges.     The   board  of 

■    trustees  of  the  universit}-  at  once  became  interested  and  sent  President 

Bishop  to  Washington  to  aid  in  securing  the  passage  of  the  bill.     On 

his  way  President  Bishop  attended  a  meeting  of  the  National  Agri- 

1    cultural  Congress  at  Atlanta  and  secured  the  adoption  of  a  resolution 

i    praying   for   the    passage    of   the   bill.      He   therefore   proceeded   to 

'i    Washinsrton    and   as   chairman    of   the    committee    of   the    National 

Agricultural  Congress  to  present  the  memorial.  General  Bishop  laid 

the  matter  before  Congress.    He  did  what  he  could  in  its  behalf.    The 

bill  failed  of  passage. 

Government. 

The  purely  internal  concerns  of  the  university  for  this  period  were 
controlled  by  the  faculty.  The  president  seemingly  had  no  more 
authority  than  a  professor.  If  he  exercised  any  power,  such  as 
excusing  a  boy  for  an  absence,  his  action  to  be  legal  had  to  be  ratified 
by  the  faculty.  The  faculty  elected  janitors  and  student  librarians 
and  selected  text  books.  The  demerit  system  of  administering 
I  punishment  prevailed  for  most  of  this  period.  The  faculty  minutes 
'  are  largely  taken  up  with  cases  of  discipline,  hearing  testimony  and 
in  fixing  punishments.  Absences  had  to  be  explained  to  the  whole 
faculty  and  much  time  was  occupied  in  determining  how  many  demerits 
should  be  imposed.  Some  of  the  offences  for  which  students  were 
tried  were  absences,  tardiness,  insubordination,  drinking,  stealing 
apples,  and  lawlessness.  Carrying  concealed  weapons  was  apparently 
common  and  was  not  a  grave  offense.  Students  seem  to  have  had 
peculiar  ideas  as  to  the  gravity  of  different  offences.  One  student 
offered  as  an  excuse  for  throwing  rocks  at  Captain  Lattimore's  house 
,  that  he  was  so  drunk  that  he  did  not  know  what  he  was  about ; 
hence  not  responsible.  Owing  to  his  humiliation  and  previous  good 
conduct  the  offence  was  condoned.  A  student  in  excusing  himself 
for  disobeying  the   order  of   the   president   did   not  know   of   a   law 


106  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

requiring  obedience.  One  Mr.  Quinn,  in  explaining  tardiness,  said 
that  on  his  way  to  school  he  lost  his  dinner  because  it  was  not 
securely  wrapped  and  had  to  return  for  another.  The  excuse  was  not 
considered  valid,  as  he  could  have  brought  his  dinner  in  a  tin  bucket. 
The  faculty  had  much  of  the  milk  of  human  kindness.  Frequently 
the  records  show  that  a  suspended  or  expelled  student  was  reinstated 
because  he  had  confessed  his  sin  and  begged  pardon.  Sometimes 
people  on  the  outside  assisted  the  faculty  in  discipline.  In  1874  a 
petition  signed  by  83  citizens  of  the  town  and  county  praying  for 
the  reinstatement  of  certain  expelled  students  was  filed.  The  request 
was  granted. 

It  was  also  regarded  quite  an  offence  for  young  gentlemen  and 
young  ladies  to  associate  together.  Petitions  for  socials  and  for 
suspensions  of  the  rules  were  usually  refused.  Young  men  of  the 
literary  societies  were  not  permitted  to  accompany  the  young  lady 
members  home  from  their  meetings  on  Friday  night.  Professor  Gray 
thought  it  was  the  duty  of  the  faculty  to  look  after  the  social  as  well 
as  the  intellectual  and  moral  habits  of  the  students.  At  his  suggestion 
the  faculty  instituted  a  monthly  social  to  be  held  at  the  university. 
Some  member  of  the  faculty  was  to  be  present.  No  dancing  was 
allowed.  The  faculty  by  resolution  would  at  times  pass  students  who 
had  failed.  In  December,  1874,  a  rule  was  adopted  not  permitting  a 
student  to  have  more  than  four  recitations  a  day.  At  the  beginning 
of  each  term  the  faculty  assigned  to  each  member  the  subjects  that 
he  was  to  teach. 

It  will  be  noted  that  everything  mentioned  relates  to  the  internal 
concerns  of  the  school.  The  paramount  authority  was  in  the  executive 
committee  and  they  exercised  it.  The  fact  is  the  government  of  the 
institution  except  in  matters  of  internal  discipline  was  committee 
government;  it  was  neither  presidential  nor  faculty  control.  The 
executive  committee  met  frequently,  sometimes  as  often  as  two  or 
three  times  a  month.  They  passed  upon  all  accounts,  employed 
teachers  and  officers  including  president,  fixed  salaries,  altered  courses 
of  study,  and  minutely  supervised  the  affairs  of  the  institution. 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  107 

The  university's  growth  in  attendance  for  the  period  ending  June, 
1877,  is  shown  by  the  tables  below : 

Number  of  College  Students, 
Normals  being  counted  Collegiate. 

Year  Ending  Preparatory  Males  Total 

in  June        Males.              Females.  Total.  and  Females.        Enrollment. 

1872 4                         6  10  91  lOi 

1873 19          12  31  199  230 

1874 60         20  80  241  321 

1875 87         50  137  198  335 

1876 86         ^  1 18  152  270 

1877 90         25  115  172  287 

Board  Changes. 

The  year  1874  was  a  hot  year  in  Arkansas  politics.  It  witnessed 
the  Brooks-Baxter  struggle  for  the  office  of  governor,  the  establish- 
ment of  a  new  constitution,  and  a  change  of  the  state  government  from 
the  Republicans,  who  had  controlled  it  since  1868,  to  the  Democrats. 
It  was  during  the  progress  of  this  struggle  that  a  party  of  Brooks' 
partisans  seized  and  took  to  Little  Rock  the  arms  of  the  university. 
The  board  of  trustees  felt  the  shock,  though  there  was  no  real  change 
in  the  faculty  or  policy  of  the  institution.  Just  after  Baxter  triumphed 
over  Brooks,  Judge  Bennett,  a  member  of  the  supreme  bench  and  a 
member  of  the  board  of  trustees,  resigned.  The  general  assembly 
May  30  passed  an  act  vacating  all  trusteeships  of  the  university, 
designated  Dudley  E.  Jones,  Lafayette  Gregg,  A.  W.  Dinsmore,  J.  M. 
Johnson,  M.  F.  Lake,  J.  C.  Wallar,  Wood  E.  Thompson,  the  governor 
and  the  president  of  the  university  as  the  new  board.  The  governor 
was  made  chairman.  The  act  designated  temporary  officers  pending  a 
meeting  of  the  board.  It  was  made  their  duty  to  meet  annually  in 
June  at  Fayetteville.  The  old  board  was  ordered  to  turn  over  to  the 
state  treasurer  or  to  President  Bishop  all  moneys,  papers  and  property 
belonging  to  the  university.  The  new  board  was  conservative  and 
took  up  the  work  where  the  old  board  had  left  olT. 

Skarch  for  a  President. 

The  board  had  trouble  in  finding  a  president.  Acting  President 
Gates  said  that  he  preferred  teaching  to  executive  work,  but  agreed 


108  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

to  serve  temporarily  until  the  board  could  find  a  permanent  president, 
after  which  he  was  to  devote  his  entire  time  to  the  normal  department. 
But  it  was  not  an  easy  matter  to  secure  a  man  of  scholarship  and 
ability  who  was  willing  to  come  into  the  woods  and  take  control  of 
a  mere  hope.  The  search  for  a  president  continued  from  the  organiza- 
tion of  the  university  until  General  Hill  accepted  the  office  in  1877. 
The  executive  committee  worked  chiefly  through  General  Bishop  or 
President  Gates.  In  December,  1871,  they  instructed  him  to 
correspond  with  universities  and  colleges  at  the  north  and  east  with 
a  view  to  finding  a  suitable  man  and  to  lay  the  information  gathered 
before  the  committee.  This  method  of  procedure  failed  of  its  purpose. 
On  January  25,  1873,  the  board  instructed  General  Bishop  to  visit  the 
east  with  a  view  to  finding  a  suitable  person  for  the  office.  If  he  found 
the  right  man  he  was  authorized  to  make  a  contract  subject  to  the 
approval  of  the  board.  A  maximum  salary  of  $3,500  was  fixed. 
Accordingly  he  visited  Yale,  Amherst  Agricultural  College,  Cornell. 
Indiana  and  Illinois.  He  seems  to  have  failed  in  his  efforts.  However, 
he  opened  up  a  correspondence  in  the  spring  of  1873  with  A.  S.  Welch, 
president  of  the  Iowa  State  College  of  Agriculture  at  Ames.  Dr. 
Welch  was  invited  to  deliver  the  commencement  address  in  June. 
He  did  so  and  he  was  formally  tendered  the  presidency  of  the 
university  at  a  salary  of  $4,000.  This  he  took  under  advisement,  finally 
decided  to  accept  and  tendered  his  resignation  in  Iowa.  But  the 
citizens  of  Ames  entered  such  a  protest  that  the  board  offered  him 
such  inducements  that  he  felt  constrained  to  reconsider  and  to  decline 
the  offer  in  Arkansas.  This  decision  was  communicated  to  the  board 
November  14.  Dr.  Welch  was  a  strong  man  and  his  coming  would 
probably  have  meant  much  to  the  university.  The  executive  com- 
mittee upon  receipt  of  Dr.  Welch's  communication  elected  General 
Bishop  president  to  begin  December  20,  1873.  This  action  was  later 
confirmed  by  the  board. 

In  July  of  1875  the  executive  committee  tendered  the  presidency 
to  General  Joseph  E.  Johnston  of  Georgia.  They  felt  embarrassed 
in  offering  such  a  distinguished  gentleman  only  $3,000  and  therefore 
in  communicating  with  him  through  Governor  Garland  they  asked 
the  latter  to  explain  the  financial  limitations  of  the  committee  and 
to  impress  upon  him  that  a  better  salary  would  be  provided  when 


ADMINISTRATIONS  OF  PRESIDENTS  GATES  AND  BISHOP.  109 

j  the  general  assembly  made  another  appropriation.     The   following 
month  they  were  advised  of  General  Johnston's  declination  of  the 
I  offer.      Whereupon    the}'    again    tendered    the    acting    presidency    to 
i  Professor  Gates,  who  accepted  and  filled  the  office  during  the  next 
I  two  years.     It  seems,  however,  that  the  work  did  not  suit  him  and  he 
i  requested  to  be  relieved  more  than  once.     Accordingly  in  December 
i  of  the  following  year  the  executive  committee  requested  President 
;  Gates  to  enter  into  correspondence  with  institutions  of  learning  with 
'  a  view  to  finding  a  suitable  person  for  the  position.     It  appears  that 
;  there  was  some  objection  to  Professor  Gates,  for  the  faculty  took  up 
his   cause    and   on    March    1,    1877.    sent    a    communication    to    the 
I  executive    committee,  expressing    regrets  that    President   Gates  was 
resigning.     They  said  two  things  were  urged  against  him — manage- 
ment of  the  university  and  his  politics.    As  for  the  first  they  insisted 
that  the  discipline,  morals  and  standard  of  the  institution  had  been 
raised   under   him   and   that    in    discipline   he    was    always   just   and 
impartial  and  that  he  uniformly  had  the  support  of  the  faculty.     With 
respect  to  the  matter  of  politics  they  saw  no  relation  between   the 
politics  of  a  man  and  his  qualifications  for  an  educational  position. 
Besides,  he  had  not  injected  his  politics  into  university  affairs.     This 
is  probably  a  fair  statement  of  the  case.     In  the  spring  of  1877  the 
executive    committee    corresponded    with    General    D.    H.    Hill    of 
Charlotte.    North    Carolina,   and    General    A.    P.    Stuart   of   Oxford, 
Mississippi.     When  the  board  met  in  June.  General  Hill  was  elected 
at  a  salary  of  $3,000.     Governor  ^liller  was  directed  to  communicate 
the  action  of  the  board  to  General  Hill,  to  state  their  legal  incapacity 
to  guarantee  a  salary  for  a  term  of  years  and  to  assure  him  that  the 
permanency  of  the  endowment  rendered  such  action  unnecessary. 


m 


CHAPTER  VIII. 


ADMINISTRATION  OF  GENERAL  HILL. 


Personnel. 

General  D.  H.  Hill  was  born  in  York  District,  South  Carolina, 
July  12,  1821.  He  entered  West  Point  in  1838  with  a  class  whose  roll 
was  adorned  by  the  names  of  Generals  Longstreet,  Stuart,  Van 
Dorn,  Rosecrans,  Reynolds  and  Pope.  After  the  Mexican  war  Major 
Hill  resigned  his  position  in  the  army  and  accepted  the  professorship 
of  mathematics  in  Washington  College,  Lexington,  Virginia,  which 
position  he  filled  for  six  years  when  he  accepted  the  same  place  in 
Davidson  College.  In  1859  he  became  commandant  of  the  Military 
Institute  at  Charlotte.  His  military  record  in  the  Confederate  army  is 
a  matter  of  common  fame.  General  Hill's  ser\ace  in  connection  with 
the  University  of  Arkansas  (1877-1884)  is  given  in  this  chapter. 

Among  the  teachers  taken  over  to  the  new  administration  from  that 
of  President  Gates  were  Professors  Gates,  Leverett,  Gray,  Harvey  and 
Miss  Harris,  all  of  whom  remained  in  the  faculty  throughout  his 
administration.  Miss  Harris  had  been  added  as  a  tutor  in  the  preceding 
year  and  was  now  advanced  to  an  adjunct  professorship  of  English 
literature  and  history.  This  position  she  held  until  1880  when  she  was 
raised  to  the  rank  of  professor  of  English  and  history.  She  graduated 
from  the  university  in  the  first  class,  that  of  1876.  During  most  of  her 
official  connection  with  the  university  she  was  secretary  of  the 
faculty.  Professor  O.  F.  Russell  came  in  with  General  Hill  and  for 
three  years  was  principal  of  the  preparatory  department.  He  was 
compelled  to  resign  in  December,  1880.  on  account  of  ill  health. 
James  Beale  Gordon  was  a  graduate  of  the  University  of  Virginia. 
He  was  appointed  adjunct  professor  of  civil  engineering  and  mathe- 
matics, vice  Professor  Demmler.  He  held  the  position  until  June, 
1880,  when  he  was  made  professor  of  applied  mathematics  and 
engineering.  He  died  in  September  of  that  year.  He  was  a  man 
of  promise.  Professor  H.  E.  Edmeiston,  an  alumnus  of  the  University 
of  \  irginia.  was  appointed  in  1879  first  assistant  in  the  preparatory 


112  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

department,  which  position  he  held  until  October,  1880,  when  at 
the  request  of  the  faculty  the  executive  committee  appointed  him 
professor  of  modern  languages.  He  held  this  chair  until  1885,  when 
he  was  swept  away  by  the  revolution  of  that  year.  Professor  George 
W.  Droke  was  appointed  in  1880  to  a  place  in  the  preparatory 
department.  The  following  June  he  was  elected  first  assistant  in 
that  department,  which  position  he  continued  to  hold  until  1885, 
when  he,  like  the  rest  of  the  faculty,  was  retired  in  keeping  with  the 
board's  construction  of  the  act  of  the  general  assembly  of  that  year. 
He  is  an  A.  B.  and  A.  M.  graduate  of  the  university  and  for  many 
years  he  has  held  the  chair  of  mathematics  in  his  alma  mater.  Rev. 
H.  M.  Welch  was  selected  in  1880  principal  of  the  preparatory  depart- 
ment vice  Professor  Russell  resigned.  He  held  the  position  until  1885. 
Professor  A.  V.  Lane  filled  the  chair  of  applied  mathematics  and 
engineering  1882-84.  In  1879  C.  P.  Conrad  of  the  University  of 
Virginia  was  elected  adjunct  professor  of  science.  In  1881  the  work 
in  science  was  divided.  Professor  Conrad  took  chemistry  and  physics 
and  Professor  Harvey  biology  and  geology.  Professor  Conrad  was  a 
man  of  strong  individuality,  and  for  six  years  he  played  a  conspicuous 
part  in  the  history  of  the  university. 

Growth  of  Departments. 

The  administration  of  General  Hill  began  under  difficulties.  The 
university  was  not  known  nor  appreciated  in  the  State.  Besides, 
the  general  assembly  of  1877  allowed  the  institution  a  mere  fraction 
of  the  appropriation  requested.  As  he  entered  upon  his  duties 
therefore  the  board  was  under  the  necessity  of  retrenching  in 
expenditures.  Accordingly,  when  they  met  in  June  they  vacated  all 
positions  in  the  university  and  appointed  a  committee  to  prepare  a 
plan  reorganizing  the  faculty,  consolidating  where  possible,  and 
reducing  expenses.  The  report  of  the  committee  advised  the  following 
professorships :  mental  and  moral  science  with  political  economy  and 
civil  polity;  mathematics  and  civil  engineering;  natural  science  and 
chemistry;  ancient  and  modern  languages  with  English  literature  and 
history;  principal  of  the  normal  department;  music.  The  first  chair 
was  assigned  to  the  president.  Professor  Leverett  and  Miss  Harris 


ADMINISTRATION  OF  PRESIDENT  HILL.  113 

were  made  responsible  for  all  of  the  languages.  Professor  Harvey 
was  thought  competent  to  teach  all  of  the  sciences,  while  mathematics 
and  engineering  were  given  over  to  Professors  Gray  and  Gordon. 

Notwithstanding    many     difficulties,     the     administration     made 
progress.     General   Hill's  strong  personality,   aided   by   his   military 
1   fame,  soon   gave  him  a  strong  hold  on   the   State.     There  was  an 
i  appreciable  growth  in  the  appropriations.    The  total  amount  allowed 
j   the  university  in   1879  was  ?24,0(X),  in   1881  $19,246.81,  and  in   1883 
i  $29,716.48.    An  act  of  1883  required  that  thereafter  all  appropriations 
I   for  the  university  must  be  itemized.     General  Hill  was  therefore  able 
I   to  equip  the  departments  better.     In  this  work  he  was  ably  seconded 
I  by  Professors  Harvey  and  Conrad.     The  executive  committee  of  the 
board  in   1877  had  pointed  with  pride  to  the  scientific  work  of  the 
j   classes  of  Professors  Harvey  and   Demmler.     In  his  report  of  that 
j   year    Professor    Harvey    urged    the    importance    of    increasing    the 
j   equipments  in  physics,  chemistry,  botany,  mineralogy  and  zoology. 
He    asked    for    an    appropriation    for   the    purpose    of    securing    and 
preserving  a  collection  of  the  plants  and  animals  of  the  State.     He 
also  advised  the  establishment  of  a  system  of  meteorological  observa- 
tions.    He  was  zealous  in  the  work  of  collecting  specimens,   using 
:    students  as  well  as  traveling  in  person  over  the  State.     From  time  to 
time  the  board  appropriated  for  the  laboratories  and  the  library.    The 
small    sums    allowed    seem    to    have    been    wisely    expended.      The 
botanical   and   mineralogical    collections   of   Professor   Harvey   were 
especially  good ;  the  work  was  systematically  done,  and  the  specimens 
remain  a  part  of  the  permanent  equipments  of  the  university. 

The  library  grew  slowly.  After  1877  it  was  opened  at  regular 
hours  in  the  day.  Student  librarians  were  -used,  though  even  they  had 
to  be  dispensed  with  for  lack  of  funds  in  1877.  Soon  they  were 
restored,  and  under  the  supervision  of  Professor  Conrad  they  looked 
after  the  library.  In  1879  the  librarian  reports  739  volumes,  while 
five  years  later  there  were  2,120.  At  first  students  could  consult 
books  in  the  library  only;  later  they  were  allowed  to  take  them  out 
on  the  written  order  of  the  teacher.  In  1879  the  legislature 
appropriated  $1,000  for  the  library. 


114  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  University  and  the  State. 

The  relation  of  the  university  to  the  State  during  General  Hill's 
administration,  while  not  what  it  should  be,  improved  somewhat. 
The  executive  committee  of  the  board  in  1877  complained  of  the  lack 
of  a  proper  understanding  of  the  character  and  magnitude  of  the 
university  by  the  people  of  the  State.  This,  they  thought,  was  in 
part  due  to  prejudice  engendered  by  disgraced  students  and  dis- 
appointed aspirants  for  positions.  The  committee  therefore  advised 
that  the  board  put  an  agent  in  the  field  to  advertise  the  university 
and  to  solicit  endowment,  books  and  geological  and  botanical 
specimens.  The  suggestion  was  not  adopted.  The  board  of  visitors 
in  1877  advised  a  closer  connection  between  the  university  and  the 
schools,  saying  that  a  certificate  should  pass  a  student  from  the  high 
school  into  college  classes.  The  committee  moreover  thought  that 
competitive  examinations  should  be  held  in  the  various  schools,  and 
rewards  otTered  for  the  best  prepared  students.  Probably  growing 
out  of  this  suggestion,  the  board  the  following  year  provided  that 
honorary  scholarships  should  be  given  to  all  students  passing  the 
entrance  examinations  to  the  freshman  class.  The  state  teachers' 
association  in  1879  passed  a  resolution  asking  for  a  closer  relationship 
between  the  university  and  the  public  schools.  With  this  in  view 
it  advised  an  examination  board  consisting  of  two  members  of  the 
faculty  and  two  to  be  named  by  the  superintendent  of  public  instruc- 
tion whose  duty  it  should  be  to  conduct  entrance  examinations  in 
different  parts  of  the  State.  It  was  hoped  that  this  would  bring  the 
schools  into  closer  touch  with  the  university.  While  the  faculty 
endorsed  the  plan,  the  board  felt  that  the  time  for  such  a  movement 
was  not  ripe. 

Degrees  and  Standards. 

General  Hill's  administration  is  also  marked  by  some  changes  in 
the  courses  of  study.  Greek  was  required  for  the  B.  A.  degree, 
beginning  with  the  sub-freshman  class  of  1878.  This  rule  was 
changed  in  1883  and  the  Greek  became  optional.  The  board  in  1877 
directed  that  all  beneficiaries  be  required  to  take  a  course  in  agri- 
culture and  mechanics.  In  1878-79  it  was  arranged  for  the  normal 
graduates  to  receive  the  B.  L.  degree.     This  did  not  last  long.     The 


ADMINISTRATION  OF  PRESIDENT  HILL.  115 

following  year  it  was  taken  from  the  normals  and  bestowed  upon 
the  graduates  of  the  modern  language  course.  In  1879  the  B.  S. 
course  was  outlined,  which  substituted  French  and  German  for 
Latin  and  Greek  in  entrance  requirements,  and  the  sciences  for  the 
ancient  classics  in  the  college  department.  In  June,  1880,  upon  the 
recommendation  of  the  faculty  a  nimiber  of  changes  were  made  in 
the  course  of  study  and  new  courses  introduced.  The  following 
courses  were  announced :  the  classical,  Latin  letters,  modern 
languages,  English  letters,  normal,  scientific,  agricultural,  civil 
engineering,  and  mining  engineering.  Corresponding  to  these  courses 
were  the  following  degrees:  B.  A.,  B.  Lat.  Let.,  B.  L.,  B.  Eng.  Let., 
B.  S.,  B.  S.  A.,  C.  E.,  M.  E.  The  president,  in  transmitting  the 
recommendations  of  the  faculty,  said  that  women  usually  had  no 
wish  to  take  "mathematical  and  scientific  studies  of  a  high  grade," 
or  "to  devote  their  time  to  the  more  abstruse  and  difficult  branches 
of  study."  Some  of  the  courses  were  therefore  provided  for  the 
benefit  of  those  not  caring  to  take  the  classical,  scientific,  or 
engineering  courses. 

In  fact,  trouble  arose  over  the  movement  to  raise  the  standard 
of  scholarship  in  the  university.  In  1881  the  students  petitioned 
the  board  to  remove  Professor  Conrad,  partly  because  his  require- 
ments were  so  high  that  they  had  but  little  time  for  other  subjects. 
The  alumni  association,  fearing  the  effect  of  such  a  movement,  came 
forward  with  a  coimter  resolution  endorsing  the  efforts  of  the  faculty 
to  maintain  standards.  This,  however,  did  not  settle  the  question, 
for  in  June  of  the  following  year  the  board  of  visitors  investigated 
the  complaints  and  among  other  things  said  in  their  report:  "We 
find  that  the  high  standard  set  up  by  Professor  Conrad  has  greatly 
diminished  the  present  graduating  class,  and  has  driven  off  numbers 
from  the  junior  class,  for  the  last  two  years  until  there  only  remains 
three  to  constitute  the  next  senior  class."  The  trustees  in  turn 
investigated  the  subject  and  reported  the  same  findings.  They  called 
upon  him  to  cease  lecture  methods  and  to  reduce  the  amount  of 
work  required  of  his  students.  This  he  seems  to  have  done,  as  no 
further  complaint  on  that  subject  appears.  In  1882  the  board,  upon 
the  recommendation  of  President  Hill,  graduated  two  young  men  who 
had  failed,  but  at  the  same  time  passed  a  resolution  declaring  that 


116  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

thereafter'^''a:;'^u*derit  failing  to  secure  the  recommendation  of  all 
professors  instructing-  him  should  be  given  a  certificate  only.  The 
board  further  directed  that  the  president  be  regarded  as  the  head  of 
the  B.  A.  department  and  that  the  professors  in  faculty  meeting 
distribute  the  other  departments  among  themselves,  the  major  work 
of  a  professor  determining  the  department  to  be  assigned  to  him. 
It  was  moreover  provided  that  upon  the  recommendation  of  five 
professors  with  whom  a  student  had  had  work,  he  should  receive  the 
degree  of  Bachelor  of  Philosophy. 

The  normal  department  during  this  period  received  some  aid  from 
the  Peabody  fund.  In  1878  the  board  rescinded  the  rule  requiring 
normal  students  to  take  the  pledge  to  teach  two  years.  However, 
the  department  gradually  lost  its  original  importance.  When 
General  Hill  entered  upon  his  duties  the  university  had  been  without 
a  military  officer  detailed  by  the  general  government  since  the 
retirement  of  Lieutenant  Curtis  in  1876.  From  1876  to  1878  the  board, 
through  Governors  Garland  and  Miller,  tried  to  secure  a  detail. 
Governor  Miller  in  June,  1878,  reported  that  the  war  department 
refused  to  detail  a  man  because  no  officer  could  be  spared  from  the 
service.  In  1878  the  war  department  directed  the  return  of  the 
ordnance  in  default  of  the  university  having  a  United  States  officer 
in  charge  of  the  military  department.  Protests  of  university 
authorities  secured  a  stay  in  the  execution  of  the  order.  The  board 
and  the  president  made  repeated  efforts  to  secure  a  detail,  but 
without  avail.  Col.  O.  C.  Gray,  professor  of  mathematics,  acted  as 
commandant  of  cadets  throughout  most  of  the  administration. 

Up  until  1878  all  students  who  were  neither  beneficiaries  nor 
normals  were  required  to  pay  tuition.  In  1878  the  faculty  called  the 
board's  attention  to  the  fact  that  students  were  leaving  and  going 
to  other  univeristies  on  account  of  tuition.  Accordingly  the  board 
made  the  entire  collegiate  department  free.  At  the  same  time  they 
increased  the  possible  beneficiaries  from  237  to  350,  the  number  of 
normal  appointments  remaining  237.  In  1881  the  trustees  authorized 
the  faculty  to  appoint  sixty  indigent  beneficiaries,  and  in  1882 
increased  the  possible  beneficiaries  to  600  and  the  normals  to  400. 


ADMINISTRATION  OF  PRESIDENT  HILL.  117 

The  county  judge  made  the  appointments.  The  professors  were 
required  by  the  board  to  teach  six  hours  a  day.  In  1878  the  faculty 
changed  the  length  of  recitation  periods  from  one  hour  to  forty-five 
minutes.  This  regulation  continued  for  several  years.  The  prepara- 
tory department  was  moved  in  1877  from  the  old  frame  building  to 
University  Hall.  In  June,  1884,  the  first  official  reference  is  made  to 
football.  The  students  petitioned  the  board  of  trustees  to  set  apart 
two  and  a  half  acres  as  grounds  for  baseball  and  football  and  to 
appropriate  for  its  improvement.  The  board  instructed  the  regent 
to  set  apart  the  grounds  desired,  but  to  expend  no  money  on  its 
improvement. 

University  Sunday  School. 

The  early  official  acts  of  General  Hill  were  characteristic.  The 
first  was  a  motion  in  the  executive  committee  of  the  board  to  purchase 
song  books  for  the  use  of  students  at  chapel.  Another  was  to  open 
faculty  meetings  with  pra3'er.  He  was  a  devout  Christian,  and  his 
administration  was  characterized  with  the  Christian  spirit.  Two 
chapel  exercises  were  conducted  daily,  one  in  the  morning  and  one  at 
the  close  of  the  last  recitation  period.  General  Hill  conducted  a 
Sunday  school  at  the  chapel  each  Sunday  afternoon  for  several  years. 
Attendance  was  made  obligatory  by  action  of  the  board  upon  all 
students  not  having  conscientious  scruples.  The  whole  school  was 
taught  by  the  president.  It  was  kept  up  until  1883,  when  at  his 
suggestion  it  was  discontinued  and  a  roll  call  substituted,  though  the 
latter  was  not  a  success.  In  his  last  report  President  Hill  said  that 
the  university  in  1883-84  had  missed  the  conservative  influence  of  the 
Sunday  school,  that  it  had  been  one  of  the  most  potent  forces  in 
preserving  order  and  in  maintaining  discipline.  "But,"  said  he,  "as 
the  church  was  more  opposed  to  the  Sunday  school  than  even  the 
heathen  and  infidels,  I  recommended  last  June  that  it  should  be 
abolished."  In  the  spring  of  1881  the  faculty  gave  permission  for  the 
organization  of  a  Young  Men's  Christian  Association,  and  a  room 
was  assigned  it.  In  1880,  upon  the  approval  of  the  faculty,  an  anti- 
copying  society  was  organized  among  the  students.  It  was  a  secret 
organization,  its  members  being  known   only  to  each  other  and  to 


118  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


the  faculty.  Offences  against  honesty  were  to  be  reported  to  the 
faculty  for  trial  and  punishment.  It  does  not  seem  to  have  had 
much  vitality.  It  soon  disappeared.  Literary  societies  v^^ere  encour- 
aged. The  faculty  in  1880  required  all  students  to  join  a  literary 
«  society.  The  time  of  meeting  was  Friday  afternoon  for  a  few  years. 
In  1883  the  board  fixed  Saturday  afternoon  for  their  meetings. 
Separate  soci^ies  were  organized  for  preparatory  and  collegiate 
students.  In  1878  the  board  directed  that  the  old  college  building 
be  repaired  and  fitted  for  a  boarding  house,  to  be  called  steward's 
hall.  It  accommodated  about  thirty-eight  students.  The  board  or 
the  president  selected  a  steward  and  fixed  the  price  at  which  he 
could  charge  students  for  board.  This  varied  from  $5.50  to  $7.00 
per  month.  The  purpose  was  to  keep  the  cost  of  living  low, 
especially  for  the  benefit  of  the  poor. 

Local  Influence. 

Local  influences  threatened  the  welfare  of  the  university  in  the 
early  eighties.  Of  the  eight  members  of  the  board  in  1880  five  lived 
at  Fayetteville  or  in  its  neighborhood.  The  executive  committee, 
which  employed  teachers  and  had  general  charge  of  the  institution, 
was  made  up  entirely  of  local  men,  unless  the  president  of  the 
university  is  an  exception.  About  half  of  the  teaching  force  was 
drawn  from  Fayetteville.  The  board  of  visitors  called  attention  to 
this  evil  in  their  report  in  June,  1880.  They  discovered  a  lack  of 
harmony  in  the  trustees  and  protested  against  the  selection  of  more 
than  one  local  trustee.  They  added,  "Local  boards  are  subject  to 
local  influences,  a.nd  will  not  grapple  with  local  difficulties  so  fully 
as  those  living  remote  from  the  university."  The  question  assumed 
an  acute  form  in  the  autumn  of  1880,  when  the  executive  committee 
used  a  local  man  instead  of  a  strong  applicant  from  the  University 
of  Virginia  to  fill  the  principalship  of  the  preparatory  department 
made  vacant  by  the  resignation  of  Professor  Russell.  This  action 
called  forth  a  protest  signed  by  Governor  Miller,  Grandison  D. 
Royston,  W.  E.  Thompson  and  A.  W.  Dinsmore,  four  members  of 
the  board.  Mr.  Dinsmore  of  Bentonville,  though  a  local  man  and  a 
member  of  the  executive  committee,  signed  the  protest.  It  was 
further   endorsed   by   the   faculty.     The   protest   noted   a   cry   for   a 


ADMINISTRATION  OF  PRESIDENT  HILL.  119 


recognition  of  "home  talent"  in  the  appointment  of  teachers,  a  demand 
by  churches  for  special  consideration,  and  the  growth  of  a  tendency 
in  the  executive  committee  to  allow  local  influences  to  control  official 
action,  especially  in  the  selection  of  teachers.  It  pointed  out  that  the 
university  existed  for  the  benefit  of  the  entire  State,  that  such  a  policy 
would  lower  standards  and  would  strengthen  the  prejudice  already 
existing  over  the  State  that  the  university  was  a  local  institution 
administered  in  the  interest  of  Fayetteville,  a  condition  making  it 
almost  impossible  to  secure  appropriations  for  its  support.  They 
were  therefore  of  the  opinion  that  the  committee  and  the  board  should 
divorce  the  university  absolutely  from  local  influences  and  administer 
it  as  a  great  public  trust. 

Governor  IVIiller,  in  his  message  to  the  general  assembly  in  1881, 
advised  a  complete  reorganization  of  the  board  so  as  to  free  the 
university  from  the  control  of  local  influences.  But  it  was  not  until 
March  7,  1883,  that  the  legislature  acted  upon  the  suggestion.  It 
then  reorganized  the  board  by  providing  that  it  should  consist  of 
the  governor,  the  superintendent  of  public  instruction,  the  president 
of  the  university,  and  six  others  to  be  appointed  by  the  governor 
subject  to  the  confirmation  of  the  senate,  one  from  each  congressional 
district  and  one  from  Washington  County.  The  governor  was 
authorized  to  appoint  the  new  board  at  once  and  it  was  to  enter 
upon  the  discharge  of  its  duties  in  June.  Under  this  act  the  following 
board  was  appointed :  Joseph  W.  Martin,  Little  Rock ;  J.  T.  Bearden, 
Camden;  J.  P.  Eagle,  Lonoke;  Chas.  Coffin,  Walnut  Ridge;  George 
J.  Crump,  Harrison ;  Thomas  M.  Gunter,  Fayetteville. 

Government. 

In  the  government  of  the  university  General  Hill  was  a  dominating 
figure.  He  was  a  masterful  man,  strong  and  positive  in  his  convic- 
tions, and  uncompromising  where  principles  were  involved.  In 
administering  discipline  he  knew  no  man  in  the  flesh.  To  him  the 
son  of  the  governor  was  no  more  than  that  of  the  humblest  citizen. 
For  instance,  the  third  Monday  after  the  opening  of  the  university  in 
1877,  he  called  the  faculty  together,  expelled  several  boys  for  drunken- 
ness and  announced  it  at  chapel  the  same  morning.  One  or  two  of  the 
boys  belonged  to  prominent  families  in  the  State,  special  eflForts  were 


120  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

made  to  induce  the  faculty  to  rescind  the  action.  The  governor's 
influence  was  invoked  and  a  suit  to  compel  restoration  was  instituted 
against  the  faculty,  but  without  avail.  An  ex-member  of  the  supreme 
court  and  of  the  board  of  trustees  had  the  same  experience  in  the  case  of 
the  expulsion  of  his  son.  The  old  system  of  the  executive  committee 
interfering  in  the  internal  government  of  the  university  soon  ceased 
after  General  Hill  assumed  control.  In  his  report  to  the  board  in 
1879  he  said  that  the  internal  affairs  of  the  institution  should  be 
left  to  the  faculty.  At  the  same  time  he  supported  his  recom- 
mendation by  placing  before  the  board  for  their  enlightenment  letters 
on  the  subject  from  the  leading  college  and  university  presidents  in 
the  country.  The  trustees  were  convinced,  and  at  a  later  meeting 
authorized  the  faculty  to  control  "in  all  matters  educational  and 
disciplinary,  without  interference  from  any  other  source."  The 
reports  of  President  Hill  to  the  board  were  always  strong.  They 
were  filled  with  the  results  of  his  comparative  studies  of  higher 
institutions  of  learning.  He  kept  himself  and  the  board  informed 
respecting  the  organization  and  operation  of  the  leading  colleges  and 
universities  of  the  country. 

The  demerit  system,  which  had  been  introduced  under  President 
Bishop  but  was  later  discarded  by  President  Gates,  was  revived  by 
General  Hill.  That  and  the  monitorial  system  were  used  throughout 
his  administration.  The  scale  of  demerits  occupies  two  typewritten 
pages  in  the  facult}^  minutes ;  besides,  additions  were  made  from  time 
to  time  as  offences  not  hitherto  thought  of  occurred.  President  Hill 
himself  thought  the  system  an  excellent  one  for.  college  discipline. 
Students  were  not  permitted  to  attend  the  theater  except  on  Friday 
and  Saturday  nights  between  terms.  The  faculty  kept  in  close  touch 
with  the  students.  At  faculty  meeting  each  week  the  roll  of  students 
was  called  and  delinquents  noted,  or  professors  reported  the 
delinquents  in  their  classes.  The  president  followed  this  up  by 
interviewing  such  students,  and  if  necessary  reported  them  to  their 
parents  or  guardians.  If  efforts  at  reform  proved  futile  the 
student  was  invited  to  withdraw.  It  seems  that  faculty  meetings  at 
times  became  tiresome,  for  we  find  the  professors  themselves  passing 


ADMINISTRATION  OF  PRESIDENT  HILL.  121 


rules  limiting  the  meetings  to  one  hour  and  restricting  debate  by  not 
permitting  a  professor  to  speak  more  than  twice  on  the  same  subject. 
At  times  the  faculty  appear  to  have  had  generous  impulses,  for  on 
one  occasion,  when  a  few  seniors  failed  to  pass  the  examinations, 
while  refusing  them  the  B.  A.  degree,  they  created  a  special  commjttee 
to  examine  them  "and  determine  whether  there  be  any  degree  to 
which  they  are  entitled."  After  due  deliberation  it  was  decided  to 
confer  the  B.  L.  degree  upon  them.  Drilling  the  senior  class  prepara- 
tory for  commencement  was  an  important  business.  Some  professor 
was  assigned  to  this  task  early  in  the  year.  In  January,  1882,  the 
university  suffered  from  a  small-pox  scare  which  caused  about  one 
hundred  students  to  leave. 

.  .  Attendance. 

During  part  of  this  period  the  university  grew  in  numbers.  General 
Hill's  standard  of  judging  an  institution  was  not  numbers;  on  the 
contrary,  he  repeatedly  emphasized  the  contrary.  For  instance,  in 
his  report  of  1880  he  said  that  the  true  standard  of  measurement  was 
"the  high  character  of  its  faculty,  their  teaching  ability  and  their 
disciplinary  power."  Another  element  was  the  students,  their  habits 
of  study,  sense  of  honor  and  character.  Yet  he  took  some  pride  in 
showing  the  growth  in  attendance  during  the  first  three  years  of  his 
service.    The  record  for  his  administration  is : 

1877-78  1878-79  1879-80  1880-81  1882-83  1883-84 

College  students    96  148  150  120  T]  83 

Preparatory  students    160  232  300  306  298  240 

Others  0  40  o  15  o  40 

Total    256  420  450  426  2>72.  ,    ^      363 

The  attendance  in  1881-82  was  363.  The  board  of  trustees  said 
then  that  the  falling  off  was  due  to  three  causes — drought,  small-pox 
and  the  elevation  of  the  standard  of  the  institution.  In  his  report 
in  June,  1883,  President  Hill  pointed  out  that  notwithstanding  the 
reduced  enrollment  the  University  of  Arkansas  ranked  high  in  point 


122  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  attendance.     In  support  of  this  he  submitted   statistics,  some  of 
which  are  here  given. 

University  of  Arkansas : .'S]^  students 

"           "    Missouri   512  " 

Cornell   384  " 

University  of  Mississippi    259  " 

"           "    Nebraska    284  " 

"           "    Minnesota    253  " 

"           "    Tennessee 225  " 

"           "    Michigan    216  " 

"           "    North  Carolina 199  " 

"           "    Texas    127  " 

Washington  and  Lee    132  " 

The  enrollment  of  450  in  1879-80  was  the  high-water  mark  of  his 
administration.  This,  he  said,  was  for  that  year  fourth  in  point  of 
attendance  among  higher  institutions  of  learning  in  the  United  States. 
Even  in  June,  1884,  he  was  able  to  say  that  the  attendance  at  the 
university  was  third  among  the  universities  of  the  South,  Vanderbilt 
and  the  University  of  Missouri  alone  having  larger  numbers. 

It  should  be  said  in  passing  that  during  this  period  the  third  and 
fourth  stories  of  University  Hall  were  completed  and  occupied,  that 
the  old  college  building  was  fitted  up  as  a  boarding  house,  and  that  the 
teaching  force  was  increased  from  ten  to  sixteen. 

Administration  Under  Fire. 

The  falling  ofif  in  attendance  during  the  last  three  years  of  his 
administration  was  keenly  felt  by  General  Hill.  He  attributed  it 
primarily  to  the  introduction  into  the  university  of  two  principles 
from  the  University  of  Virginia,  namely:  (1)  high  standard  of 
scholarship  required  for  graduation  and  (2)  indifference  on  the  part 
of  the  faculty  as  to  the  moral  character  and  conduct  of  students 
outside  of  the  class  room.  The  University  of  Virginia  did  have  able 
representatives  in  the  faculty  and  in  the  breach  this  influence  was 
thrown  against  the  president.  General  Hill  was  not  opposed  to  high 
standards,  but  insisted  on  a  gradual,  not  a  sudden,  raising  of  standards. 
Internal  dissensions  within  the  faculty  were  doubtless  a  contributing 
cause  of  the  decrease  in  numbers.  Knowledge  of  the  strife  among 
the  teachers  reached  the  students  and  the  public  and  greatly  damaged 


ADMINISTRATION  OF  PRESIDENT  HILL.  123 

the  reputation  of  the  university.  Charges  and  counter-charges  were 
industriously  spread  from  mouth  to  mouth  by  busy  partisans  until 
they  reached  the  public  through  the  press.  It  did  not  take  long  for 
complaints  to  become  general  and  for  the  public  to  come  to  the 
conclusion  that  there  was  something  radically  wrong  with  the 
university.  All  manner  of  changes  were  made,  and  by  July,  1883.  the 
newspapers  were  freely  discussing  the  university  situation.  It  was  said 
that  the  university  was  a  rich  man's  college,  that  the  classical  courses 
dominated  everything,  that  the  original  purpose  of  the  land  grant  act, 
an  agricultural  and  mechanical  institution,  was  lost  sight  of,  that  the 
government  was  a  military  despotism.  The  reorganization  of  the 
board  of  trustees  by  the  legislature  in  1883  in  part  grew  out  of  this 
feeling  of  dissatisfaction.  The  demerit  and  monitorial  systems  came 
in  for  a  large  share  in  the  criticisms.  It  was  said  that  students  were 
demerited  and  sent  home  for  trivial  offences,  that  the  system  of 
monitors  was  a  form  of  espionage,  that  sufficient  liberty  was  not 
granted  students,  that  the  president  was  making  the  institution 
sectarian  through  the  Sunday  school,  and  that  the  university  was  in 
a  decadent  condition.  The  fight  on  the  Sunday  school  led  to  its 
abandonment  in  1883.  Over  against  these  criticisms  were  emphatic 
denials  of  their  validity.  No  one  was  more  positive  regarding  the 
wisdom  of  the  demerit  and  the  monitorial  systems  than  was  the 
president  himself.  He  urged  that  the  demerit  system  was  just  and 
democratic,  that  instead  of  the  monitorial  system  being  a  form  of 
espionage,  it  was  a  system  of  self-government  and  that  both  were  in 
use  in  the  best  governed  institutions  of  the  country.  Doubtless  all 
of  these  causes  contributed  to  the  falling  off  in  attendance. 

The  Great  Breach. 

The  first  three  years  of  General  Hill's  administration  were  peaceful 
as  well  as  successful ;  the  last  three  years  were  stormy.  Differences 
in  the  faculty  began  to  develop  as  early  as  1881 ;  they  continued  to 
grow,  and  by  1883  they  had  developed  into  a  great  breach.  On  one 
side  was  President  Hill  with  his  friends;  on  the  other  side  was  a 
group  of  teachers  with  Professor  Conrad  as  their  leader.  Both  men 
were  positive  characters.  Neither  was  disposed  to  yield.  At  first 
Professor  Conrad  led  the  movement  for  a  high  standard  of  scholarship 


124  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

and  was  so  exacting  as  to  bring  down  on  himself  the  wrath  of  the 
students.  The  petition  for  his  removal  in  1881  brought, President  Hill 
to  his  rescue,  though  he  did  not  approve  the  professor's  high  standards,. 
The  following  year,  however,  the  visitors  and  the  trustees  complained 
loudly  of  his  heavy  demands  on  the  students'  time  and  the  board  called 
upon  him  to  lower  his  standards.  ,  While  he  changed  his  attitude  in 
the  matter  of  standards,  he  seems  to  have  developed  an  animus  against 
the  president  and  some  thought  sought  to  displace  him.  Whatever 
the  cause  he  led  the  fight  on  General  Hill  within  the  university  and 
.soon  developed  a  strong  following.  The  new  board  in  June,  1883, 
was  expected  to  do  something  to  heal  the  breach.  However,  the 
waters  were  disturbed  at  this  meeting  when  Professor  Conrad  sent 
a  communication,  meritorious  in  itself,  direct  to  the  board  instead  of 
through  the  hands  of  the  president,  as  the  regulations  required.  The 
trustees  probably  thought  that  they  had  permanently  healed  the  breach 
when  they  passed  a  resolution  strongly  endorsing  President  Hill  as  a 
man  preeminently  qualified  for  the  position  which  he  held,  compli- 
tnenting  the  faculty  for  their  distinguished  services  in  "art,  literature 
and  science,"  and  urging  "a  harmonious  and  conscientious  cooperation" 
in  the  government  of  the  university.  The  members  of  the  faculty  were 
warned  that  "any  wilful  and  persistent  deviation  from  this  course" 
would  receive  the  disapproval  and  condemnation  of  the  board. 

If  the  board  thought  this  would  calm  the  disturbed  waters,  a  later 
•storm  rudely  undeceived  them.  Before  the  year  was  half  gone  it  was 
apparent  that  in  his  own  faculty  General  Hill  was  in  the  minority, 
and  that  Professor  Conrad  had  a  controlling  influence.  This  was 
shown  in  the  famous  trial  for  "drunkenness,  riot,  and  assault"  on 
J.  L.  Taff.  It  seems  that  on  the  night  of  January  11,  1884,  there  was 
a  disturbance  in  the  University  Hall,  in  which  four  seniors  and  one 
junior  participated.  They  were  charged  with  drunkenness  and  assault 
on  J.  L.  Taff,  a  senior.  The  trouble  probably  arose  out  of  the  growing 
•dissatisfaction  with  the  monitorial  system.  It  was  attacked  from 
without  and  within  as  an  antiquated  system.  When  it  became 
unpopular,  many  students  when  on  duty  as  monitors  would  not  report 
■delinquencies  that  came  under  their  observations,  and  the  student 
who  was  faithful  to  duty  incurred  the  displeasure  of  the  students. 
Mr.  TafT  was  one  of  this  class.     Whether  the  attack  on  TafT  was  an 


ADMINISTRATION  OF  PRESIDENT  HILL.  125 

"assault"  as  charged,  or  was  "simple  teasing,"  as  the  faculty  defined 
it,  is  not  clear,  because  the  evidence  taken  has  disappeared.  In  any 
case  the  president  and  the  majority  of  the  faculty  were  hopelessly 
divided.  The  president  insisted  that  the  accused  were  guilty  and 
should  be  summarily  punished;  the  majority  of  the  faculty  did  not 
consider  the;  case  serious.  The  trial  lasted  for  several  weeks,  and  in 
one  form  or  another  the  case  was  before  the  faculty  until  June.  The 
young  men  were  demerited  for  ill  treatment  of  Taff  and  for  being  out 
of  their  rooms.  The  faculty  meetings  were  spicy.  Charges  and  counter- 
charges were  indulged  in  freely.  The  president  charged  that  certain 
members  of  the  faculty  became  the  attorneys  of  the  accused,  that  they 
browbeat  prosecuting  witnesses,  and  that  they  espoused  the  cause  of 
lawlessness  in  the  university.  The  faculty  entered  a  denial  of  the 
charge.  The  case  was  aggravated  by  petty  annoyances  and  persecu- 
tions to  which  Mr.  Taff  was  subjected  for  the  remainder  of  the  year. 
The  matter  was  officially  brought  before  the  board  in  June  by  the 
president  and  by  an  appeal  of  Mr.  Taff.  The  latter  charged  individual 
members  of  the  faculty  with  open  partisanship  in  the  trial.  The 
board,  however,  dismissed  the  case  as  not  warranting  their  inter- 
ference. President  Hill's  annual  report  to  the  board  discussed  the 
whole  university  situation  and  declared  that  the  falling  off  in 
attendance  and  the  internal  troubles  had  their  origin  in  two  principles 
imported  from  the  University  of  Virginia,  namely,  (1)  an  exceedingly 
high  standard  of  scholarship  required  for  graduation  and  (2)  a  total 
indifference  on  the  part  of  the  professors  as  to  the  conduct  of  students 
outside  of  the  class  room.  While  the  first  cause  had  been  removed, 
the  results  would  remain  for  years.  The  second  principle  he  held 
responsible  for  the  spirit  of  lawlessness  that  had  pervaded  the 
students  for  the  past  six  months.  He  also  insisted  that  individual 
members  of  the  faculty  were  in  part  responsible  for  this  condition. 
While  General  Hill  may  have  lacked  tact  and  flexibility  of  character, 
and  while  he  may  have  shown  some  of  the  weaknesses  incident  to 
old  age  and  ill-health,  on  the  other  hand  the  least  that  can  be  said  is 
that  some  members  of  the  faculty  were  insubordinate,  disloyal  and 
lacking  in  respect  due  the  age  and  illustrious  character  of  the  president. 


126  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Retirement  of  General  Hill. 

General  Hill  had  sought  to  be  relieved  of  the  duties  of  the 
presidency  for  two  years.  Before  the  meeting-  of  the  board  in  June, 
1882,  he  had  made  known  his  purpose  to  resign.  Two  years  before 
he  had  had  an  attack  of  pneumonia  in  Little  Rock  and  since  that 
time  his  health  had  been  poor.  Besides,  he  was  getting  old,  and  the 
loss  of  a  daughter  a  few  months  prior  to  his  resignation  had  been  a 
severe  blow  to  both  himself  and  his  wife.  But  the  people  were  not 
willing  that  he  should  retire.  The  press,  the  supreme  court,  the 
Arkansas  delegation  in  Congress,  the  governor  and  the  trustees  and 
the  board  of  visitors  all  joined  in  an  appeal  that  he  remain.  He  finally 
yielded  to  the  call.  However,  he  never  again  gained  complete  mastery 
of  the  situation.  He  could  not  bring  to  the  problems  before  the 
university  the  strength  of  former  years.  He  was  right  in  resigning; 
he  ought  to  have  been  allowed  to  retire  in  1882.  He  would  have  been 
saved  the  humiliating  experiences  of  1884.  February  8,  1884,  he  sent 
to  the  executive  committee  his  resignation  "on  account  of  ill-health 
and  other  causes."  He  preferred  to  be  relieved  at  once.  After  getting 
his  consent  to  serve  until  June,  the  committee  on  March  the  12th 
accepted  his  resignation.  Both  the  committee  and  the  board  spread 
on  their  minutes  resolutions  bearing  testimony  to  his  great  character 
and  splendid  public  services.  This  closed  a  great  administration.  It 
was  made  so  by  its  truly  great  head.  While  the  unfortunate  troubles 
of  the  last  two  years  marred  its  brilliancy,  yet  above  the  passions 
engendered  by  the  factional  strifes  stand  the  great  intellect  and 
character  of  Hill.  He  left  his  impress  upon  the  students  and  the  State 
as  but  few  men  have  ever  done. 


CHAPTER  IX. 

ADMINISTRATION    OF    COLONEL    EDGAR. 


When  in  January,  1884,  the  executive  committee  accepted  the 
resignation  of  General  Hill,  they  announced  the  vacancy  and  solicited 
applications.  At  their  meeting  in  June  follov^ing,  the  board  selected 
Colonel  George  M.  Edgar,  LL.  D.,  of  Kentucky,  to  fill  the  vacant 
post.  President  Edgar  was  a  Virginian  by  birth  and  had  received 
his  education  in  the  Virginia  Military  Institute  and  in  the  University  of 
Virginia.  He  had  served  as  professor  and  president  in  a  number  of 
colleges  in  Florida,  Virginia,  North  Carolina,  Mississippi  and 
Kentucky.    Moreover,  he  had  won  distinction  in  the  Civil  War. 

The  New  Code. 

The  new  president  was  confronted  with  difficult  problems.  He 
inherited  from  his  predecessor  a  family  quarrel.  The  board  retained 
the  faculty  of  General  Hill,  the  bitter  controversy  in  which  had 
divided  the  students,  the  local  community  and  to  an  extent  the  State. 
The  newspapers  continued  to  discuss  the  "university  situation." 
[Moreover  an  agrarian  movement  developed  which  made  demands  upon 
the  university.  To  have  guided  this  movement  or  to  have  satisfied  its 
demands  would  have  taxed  the  resources  of  a  stronger  man.  To  add 
to  his  troubles  the  general  assembly  continued  to  regard  the  university 
as  a  small  enterprise  and  unworthy  of  liberal  support.  Before  the 
board  adjourned  Colonel  Edgar  came  on  and  met  with  them.  They 
took  steps  to  strengthen  the  hands  of  the  president.  Hitherto  in 
official  documents  the  head  of  the  institution  frequently  had  been 
styled  "president  of  the  faculty,"  probably  copying  after  the  University 
of  Virginia,  where  the  faculty  merely  had  a  chairman.  The  board 
pledged  the  new  president  to  support  him  against  attacks  from  within 
or  without,  and  to  remove  any  officer  who  might  prove  incompetent 
or  insubordinate.  Moreover  they  made  the  president,  assisted  by 
the  commandant,  responsible  for  the  efficiency  of  the  military 
organization   and   for   the   good   order   in    the   buildings   and   on   the 


130  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

grounds.  He  was  made  chief  military  authority  in  the  university, 
and  the  commandant  was  directed  to  enforce  the  general  rules  of 
the  institution  and  the  orders  of  the  president. 

Colonel  Edgar  also  secured  an  order  from  the  board  directing  the 
framing  of  a  code  of  regulations  more  accurately  defining  the  duties 
of  the  president,  professors  and  students.  This  code  was  framed  by 
the  faculty  in  the  autumn  and  later  adopted  by  the  executive  committee 
and  the  board.  It  is  a  voluminous  document,  and  if  detailed  rules 
could  solve  the  problems  before  the  university,  a  brighter  day  was 
ahead.  The  sexes  were  segregated  as  far  as  possible  and  no  com- 
munication between  them  was  permitted.  All  students  were  required 
to  sit  in  study  halls.  Classes  at  given  signals  marched  by  sexes  to 
and  from  recitation  rooms.  Daily  drills  of  thirty  minutes  were 
substituted  for  hour  drills  two  days  in  the  week.  The  demerit  S3^stem 
in  a  modified  form  was  retained.  Professors  were  required  to  report 
daily  to  the  commandant  all  delinquencies  coming  under  their  observa- 
tions. Each  instructor  was  required  to  make  out  a  minute  weekly 
report  to  the  president,  giving  the  ground  covered  and  the  progress 
made  by  each  class  and  by  each  pupil.  Examinations  were  placed 
under  stricter  rules ;  at  least  three  officers  were  required  to  be  in 
attendance  at  each  examination.  The  president  showed  zeal  in  visiting 
and  inspecting  class  work  and  in  his  efforts  to  supervise  all  depart- 
ments. There  was  probably  too  much  supervision.  However,  the 
president  in  his  annual  report  in  1886  was  quite  well  pleased  with  the 
rules,  saying  that  while  they  provoked  criticism  at  first,  their  wisdom 
had  been  demonstrated. 

Old  Faculty  Overthrown. 

At  the  request  of  the  board  President  Edgar  spent  part  of  the 
summer  of  1884  in  addressing  the  people  in  different  parts  of  the 
State.  The  work  of  the  faculty  the  first  year  was  more  satisfactory 
than  the  year  before.  Moreover,  there  were  no  open  ruptures  nor 
serious  disturbances  among  the  students.  However,  the  new 
administration  did  not  have  the  confidence  and  the  hearty  cooperation 
of  all  of  the  subordinates.  In  the  fall  and  winter  public  criticisms 
of  the  new  regime  appeared  in  the  press.  The  new  regulations 
received  merelv  half-hearted  conformance  at  the  hands  of  some  of 


ADMINISTRATION  OF  PRESIDENT  EDGAR  131 

the  professors  and  were  obnoxious  to  many  of  the  students.  But  the 
president  did  not  file  complaint.  The  storm  came  from  without.  The 
friends  of  General  Hill  throughout  the  State  felt  that  he  had  been 
wronged  by  certain  members  of  his  faculty,  that  they  were  in  part 
responsible  for  his  resignation,  and  that  they  instead  of  the  president 
should  have  gone  in  1884.  In  this  they  were  probably  encouraged 
by  pungent  letters  from  the  pen  of  their  hero  himself.  In  any  case 
they  demanded  that  the  general  assembly  of  1885  order  a  complete 
reorganization  of  the  university.  They  enlisted  in  the  fight  Confederate 
soldiers  who  could  not  bear  the  thought  of  a  possible  wrong  to  one 
of  their  idols.  The  visiting  committee  of  the  legislature  made  an 
exhaustive  investigation  and  reported  that  they  failed  to  find  discord, 
that  the  discipline  was  good  and  that  the  work  was  satisfactory.  They 
insisted  that  there  was  no  foundation  for  the  reported  dissensions 
bequeathed  by  the  old  administration. 

The  friends  of  General  Hill,  however,  succeeded.  They  secured 
the  passage  of  a  joint  resolution  dated  April  1,  1885,  requiring  the 
board  to  reorganize  the  university.  The  resolution  declared  that  the 
management  of  the  institution  was  unsatisfactory,  directed  the  board 
"to  lower  the  course  of  study  in  the  collegiate  department  to  the 
former  standard ;  to  give  enlarged  powers  to  the  president  and  to  hold 
him  responsible  for  the  management ;  to  reorganize  the  faculty,  retain- 
ing the  president  and  to  keep  the  faculty  reduced  to  the  number 
required  to  meet  the  necessity  according  to  the  number  of  pupils  in  the 
collegiate  department." 

New  Faculty. 

The  board  regarded  the  resolution  as  practically  mandatory  to 
remove  all  members  of  the  faculty  save  the  president.  Accordingly, 
on  June  9  they  vacated  all  chairs,  reorganized  the  departments  so  as 
to  reduce  the  number  of  professors  from  nine  to  seven,  and  adjourned 
to  meet  at  Little  Rock  July  5  for  the  purpose  of  electing  a  faculty. 
Before  adjourning  the  board  instructed  the  president  and  the  secretary 
to  give  public  notice  of  the  rearrangement  of  chairs  and  to  call  for 
applications.  At  the  adjourned  meeting  they  spent  three  days  in 
electing  a  faculty.  The  first  move  appeared  conservative  and  indicated 
that  they   would  probably   retain   part   of  the   old   faculty,   for   they 


132  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

elected  Professor  Leverett  to  the  chair  of  ancient  languages.  But  on 
the  third  day  this  action  was  reconsidered  and  he  was  dropped.  They 
passed  a  resolution  saying  that  their  action  in  vacating  the  positions 
was  no  reflection  on  the  professors  and  added,  "Our  whole  purpose 
was  to  pass  entirely  out  of  the  atmosphere  of  any  dissensions  that 
have  in  the  past  interfered  with  the  usefulness  and  purposes  of  the 
institution." 

Howard  Edwards,  A.  M.,  was  elected  to  the  chair  of  English 
and  modern  languages.  Professor  Edwards  was  a  Virginian  by 
birth,  an  A.  M.  graduate  of  Randolph-Macon  College  and  a  special 
student  of  the  University  of  Leipzig.  He  had  been  a  teacher  and 
principal  of  two  or  three  high-grade  academies.  He  retained  his 
position  in  Arkansas  until  1890,  when  he  accepted  the  same  position 
in  the  Michigan  Agricultural  College.  He  resigned  this  position  two 
years  later  to  accept  the  presidency  of  the  Rhode  Island  State  College, 
a  position  which  he  still  occupies.  Edward  H.  Murfee,  a  Virginian 
by  birth,  was  elected  to  the  chair  of  pure  mathematics.  He  was  an 
A.  M.  graduate  of  the  University  of  Alabama,  had  filled  the  chair  of 
military  engineering  in  his  alma  mater  and  later  had  organized  the 
Mississippi  Military  Institute,  from  which  institution  he  came  to  the 
University  of  Arkansas.  He  became  acting  president  in  1887  and  was 
president  from  1888  to  1894.  Since  leaving  Arkansas  he  has  filled 
various  educational  positions,  now  being  dean  of  the  faculty  at 
Brenau  College,  Gainesville,  Georgia.  Jay  Manuel  Whitham,  a 
graduate  of  the  naval  academy,  was  elected  professor  of  applied 
mathematics  and  commandant  of  cadets.  He  remained  at  the 
university  until  1891,  since  which  time  he  has  been  engaged  in  practical 
engineering,  with  headquarters  at  Philadelphia.  J.  F.  Plowell,  A.  M., 
a  Virginian  by  birth,  was  elected  principal  of  the  normal  department. 
He  received  his  education  in  Virginia  and  served  in  the  Confederate 
army  throughout  the  war.  He  came  to  Arkansas  in  1873  and  was 
connected  with  private  and  public  schools  until  1885.  He  remained 
in  the  university  until  1898.  George  D.  Purinton,  a  graduate  of  West 
Virginia  University,  was  chosen  professor  of  chemistry,  mineralogy, 
geology  and  biology.  He  had  filled  various  educational  positions 
before  coming  to  Arkansas.  After  leaving  the  university  he  filled  for 
a  time  the  chair  of  chemistry  in  the  University  of  Missouri  and  later 


ADMINISTRATION  OF  PRESIDENT  EDGAR.  133 

practiced  medicine  at  St.  Louis  until  his  death  in  1898.  Richard 
Henry  Willis,  a  University  of  Virginia  man,  was  elected  to  fill  the 
chair  of  ancient  languages  and  ancient  history.  After  filling  this 
position  a  few  years,  he  left  the  university.  In  1891  he  returned  as 
professor  of  English  and  modern  languages,  which  position  he  held 
until  1898.  Professor  Willis  was  a  strong  man  and  a  useful  member 
of  the  faculty. 

The  resolution  of  the  legislature  and  the  action  of  the  board  under 
it  gave  rise  to  bitter  criticism,  especially  of  the  board  and  of  the 
president.  The  new  faculty,  however,  was  quite  as  strong  as  the 
one  displaced.  Within  a  year  both  the  president  and  the  board  found 
themselves  congratulating  the  State  upon  the  happy  selections.  The 
reduction  in  the  number  of  teachers  threw  too  much  work  upon  the 
instructors.  The  new  faculty,  however,  was  quite  loyal  to  the 
president.  At  their  first  meeting  they  tendered  him  their  warmest 
sympathy  and  pledged  him  their  hearty  cooperation.  Again  on 
November  21  they  spread  on  their  minutes  another  resolution  express- 
ing their  confidence  in  him  and  their  readiness  to  perform  any  duty 
assigned  to  them.  The  following  June  they  are  again  ready  to 
cooperate  with  him  and  are  entirely  satisfied  with  his  work.  In  the 
light  of  recent  events  these  resolutions  may  have  had  a  meaning  not 
apparent  on  the  surface.  By  reason  of  restored  harmony  the  faculty 
situation  became  decidedly  better  and  the  morals  of  the  students 
improved. 

Standards  and  Degrees. 

The  visiting  committee  from  the  legislature  in  1885  took  up  the 
much  debated  question  of  the  falling  off  of  college  students.  They 
came  to  the  conclusion  that  it  was  due  to  the  high  standards  and 
therefore  advised  the  lowering  of  entrance  requirements  so  as  to 
include  the  then  sub-freshman  year  in  the  freshman  class.  By  such 
a  coup  they  said  the  number  of  collegiate  students  would  be  doubled. 
Why  such  a  brilliant  idea  had  not  been  acted  upon  sooner,  the 
committee  did  not  understand.  The  president  had  previously 
submitted  that  among  other  questions  about  reorganization  to  the 
faculty,  but  all  professors  except  Conrad  had  advised  against  lowering 
entrance    requirements.      The    legislative    resolution    calling    for    a 


134  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

lowering  of  standards  seems  to  have  been  left  by  the  board  to  the 
faculty  for  such  action  as  they  deemed  best.  The  faculty  do  not 
seem  to  have  faced  the  question  squarely.  They  took  no  official 
action  on  the  subject  and  for  two  years  made  no  statement  regarding 
entrance  requirements.  President  Edgar  tried  an  experiment  in  the 
preparatory  department  by  dropping  the  name  and  by  dividing  the 
classes,  calling  the  two  just  below  the  college  department  the  high 
school  and  all  below  these  the  grammar  school.  He  thought  such 
a  plan  would  improve  the  spirit  and  discipline  of  the  department. 
He  also  transferred  the  control  of  the  preparatory  department  to 
the  principal  of  the  normal  department.  Both  plans  were  dropped 
after  a  year's  trial. 

For  the  first  fifteen  years  in  the  history  of  the  university,  while 
some  graduate  work  had  nominally  been  done,  no  course  of  study 
for  graduate  students  had  been  outlined.  In  1886  the  faculty 
announced  graduate  courses  leading  to  the  A.  M.  and  Ph.  D.  degrees. 
Candidates  for  the  master's  degree  must  have  previously  taken  the 
bachelor's  degree  and  were  required  to  spend  a  year  in  residence 
and  to  complete  a  course  prescribed  by  the  faculty.  Two  years  of 
graduate  work  were  required  for  the  doctor's  degree,  the  last  of 
which  must  be  at  the  university.  In  addition  a  thesis  and  a  reading 
knowledge  of  German  and  French  were  required.  In  July,  1885,  the 
curriculum  was  recast  so  as  to  provide  for  four  technical  and  three 
general  courses.  The  technical  courses  were  agriculture,  normal, 
engineering  and  business ;  the  general  courses  were  English,  general 
science  and  language. 

Several  efforts  were  made  to  revive  the  commercial  course.  In 
1885  a  two-year  business  course  was  announced,  leading  to  the 
distinction,  Graduate  in  Commercial  Science.  It  was  based  on  the 
common  school  branches  plus  industrial  art,  bookkeeping,  commercial 
law,  and  lectures  on  psychology,  ethics,  and  political  science.  The 
same  course,  somewhat  modified,  was  announced  again  the  following 
year.  Just  why  in  December,  1886,  when  this  course  was  standing 
in  the  catalogue.  President  Edgar  should  have  thought  it  necessary 
to  propose  to  the  board  "a  business  course  of  two  years,  to  meet  the 
wants  of  those  who  wish  to  prepare  themselves  for  commercial  pur- 
suits" is  not  clear.  He  was  persuaded  that  such  a  course  would  be 
"both  popular  and  useful,"  but  no  action  was  taken  on  his  proposi- 


ADMINISTRATION  OF  PRESIDENT  EDGAR.  135 

tions.  The  following  June  (1887)  there  were  eleven  graduates  in  the 
business  course.  In  1891  the  legislature  appropriated  $1,500  "for  the 
establishment  of  a  commercial  department,"  but  the  department  does 
not  seem  ever  to  have  materialized.  Indeed,  the  faculty  and  board 
seem  to  have  taken  no  notice  of  the  appropriation. 

Notwithstanding  the  great  amount  of  legislation  by  the  State,  the 
board  and  the  faculty,  the  attendance  gradually  declined. 

Attendance. 

1884-85  1885-86  1886-87 

College    67  68  ^^ 

Preparatory  246  245  213 

Others 52  41  37 

365        354        327 

The  appropriation  in   1885  was  also  disappointing.     Though  the 

board  had  asked  for  a  liberal  appropriation  so  as  to  make  possible 

the    enlargement    of    the    facilities    for    industrial    and    agricultural 

education,  the  legislature  cut  out  all  such  items  and  allowed  $39,800 

for  maintenance.     The  governor  in  view  of  the  financial  condition  of 

the  State  advised  against  much  of  the  appropriation  asked  for  by 

the  board.  t^         a  tvt 

Ihe  Agr.'Vrian  Movement. 

From  time  to  time  artificial  stimulants  had  been  applied  with  a 
view  to  developing  some  interest  in  agriculture  and  mechanic  arts. 
They  had  totally  failed  in  the  case  of  agriculture  and  had  met  with 
only  partial  success  in  engineering.  The  executive  committee  in  a 
report  to  the  board  in  1884  thought  it  important  that  agriculture  and 
mechanic  arts  be  made  prominent  in  the  management  of  the  univer- 
sity, but  the  funds  at  the  disposal  of  the  board  made  it  impossible. 
The  next  legislature  was  asked  for  a  special  appropriation  for 
the  agricultural  and  industrial  departments,  but  this  was  refused. 
Throughout  President  Edgar's  administration  a  course  in  industrial 
art  for  girls  was  offered.  It  embraced  drawing,  designing,  modeling, 
working  in  wood,  metal  and  clay.  In  announcing  the  course  in  1884 
the  faculty  confidently  believed  that  the  "new  education,  in  which 
manual  training  shall  go  pari  passu  with  the  intellectual  and  the  moral 
*     *     *     will  be  the   education   of  the  future."     The   industrial   art 


136  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

offered  is  the  only  serious  eft'ort  ever  made  by  the  university 
authorities  to  provide  industrial  education  of  any  kind  for  the  young 
women. 

The  president  in  his  report  to  the  board  in  1886  frankly  admitted 
that,  although  branches  relating  to  agriculture  and  mechanics  arts 
had  been  taught,  "little  has  yet  been  done  towards  applying  the 
principles  of  science  to  the  solution  of  the  practical  problems  involved 
in  the  successful  cultivation  of  the  soil,  or  in  the  development  of  the 
mechanic  arts."  Upon  the  legislature  he  properly  placed  a  large 
share  of  the  responsibility  for  this  failure  because  of  the  inadequacy 
of  the  appropriations.  In  this  connection  he  showed  that  since  the 
organization  of  the  university  the  total  state  appropriation  for  it 
amounted  to  only  $208,111,  $111,386.76  of  which  was  for  site, 
buildings  and  equipments,  leaving  merely  $96,724.24  for  current 
expenses,  or  only  $6,448  annually.  Mississippi  from  1880  to  1886 
had  paid  out  $726,038.66  for  higher  education,  or  over  $100,000  a  year. 
It  was  therefore  a  question  whether  the  State  wanted  industrial 
education  bad  enough  to  pay  for  it. 

But  notwithstanding  the  failure  of  the  legislature  in  1885  to 
appropriate  for  agriculture  and  mechanic  arts  as  requested,  the  board 
undertook  to  provide  modest  equipments  in  these  fields  anyway, 
hoping  for  future  support  from  the  legislature.  The  president  in  his 
annual  report  in  that  year  discussed  at  length  the  problems  before 
the  university  and  advised  that  a  beginning  should  be  made. 
Accordingly,  the  board  appropriated  $1,500  for  agricultural  equip- 
ments, $2,500  for  machinery  and  tools  for  shops,  $500  for  the 
industrial  arts  course  for  girls,  and  $600  for  the  purchase  of  Professor 
Harvey's  collection  of  plants,  fossils  and  minerals,  representing  the 
flora  and  mineral  resources  of  the  States.  On  account  of  insurance 
risks  the  shops  were  ordered  out  of  the  basement  of  University  Hall 
and  the  old  armory  was  converted  into  a  shop  and  equipped  with  a 
boiler,  forge,  tools  and  machinery.  It  was  ready  for  use  by  March, 
1886.  In  the  field  of  agriculture,  Professor  Purinton  analyzed 
fertilizers  and  started  experiments  in  oats,  corn  and  fruit-growing. 
The  board  at  their  meeting  in  June,  1886,  were  pleased  with  the 
progress  made. 


ADMINISTRATION  OF  PRESIDENT  EDGAR.  137 


This  increased  activity  for  industrial  education  on  the  part  of 
the  university  authorities  was  probably  stimulated  by  a  politico- 
industrial  movement  in  the  State.  The  movement  had  its  origin  in 
agrarian  organizations  known  as  the  Grange,  Brothers  of  Freedom, 
The  Wheel,  and  Farmers'  Alliance,  whose  platforms  called  for 
radical  reforms  in  the  state  government.  This  movement  had  been 
in  progress  for  a  decade  but  was  just  now  reaching  large  proportions. 
Their  demands,  moreover,  included  the  reorganization  of  the  univer- 
sity. They  said  that  it  was  the  rich  man's  school,  though  the  acts 
of  Congress  and  of  Arkansas  upon  which  it  was  based  designed  it 
for  the  education  of  the  masses  in  agriculture  and  the  mechanic  arts. 
This  party  came  before  the  general  assembly  of  1885  with  a  bill, 
providing  for  the  abolition  of  the  classical  department  and  other 
strictly  cultural  subjects,  the  reduction  of  the  number  of  chairs  to 
six,  including  mathematics.  English,  modern  languages,  chemistry, 
with  related  subjects,  physics,  agriculture,  and  mechanic  arts.  While 
proposed  in  the  interest  of  science  and  the  industrial  arts,  the  scheme 
betrayed  a  narrow  view  of  the  needs  of  scientific  and  industrial 
education  in  the  small  teaching  force  and  equipments  proposed.  The 
bill  met  a  decisive  defeat.  But  two  years  later  the  same  measure 
slightly  modified  so  as  to  admit  of  classical  instruction  by  assistants 
was  again  introduced  to  provide  facilities  for  agriculture  and  engineer- 
ing. Within  the  two  years  the  agrarian  party  had  grown  to  large 
proportions  and  they  wielded  the  controlling  influence  in  the 
legislature  of  1887.  Though  the  bill  was  opposed  vigorously  by 
President  Edgar,  the  board  and  others  who  came  to  their  assistance, 
it  passed  both  houses  and  became  a  law.  President  Edgar  being 
out  of  touch  with  the  new  order  of  things  resigned  in  June,  1887. 


CHAPTER  X. 


THE    ADMINISTRATION    OF    PRESIDENT    MURFEE. 


The  incoming  of  President  Murfee  was  coincident  with,  indeed  a 
result  of,  the  carrying  out  of  the  reorganization  of  the  university  as 
provided  for  in  the  legislative  act  of  1887. 

This  act  contemplated  a  complete  reorganization  of  the  university, 
beginning  with  the  board  of  trustees.  It  provided  that  the  board 
should  be  "composed  of  members  to  be  as  equally  divided  as  may 
be  between  agricultural,  mechanical,  and  literary  pursuits  of  life." 
There  were  to  be  six  trustees  distributed  over  the  State  by  congres- 
sional districts  and  one  at  large,  and  were  to  hold  office  two  years. 
The  governor  was  to  preside,  and  vote  in  cases  of  a  tie.  The  offices 
of  secretary  and  of  treasurer  were  combined  into  one  and  the 
secretary-treasurer  was  made  custodian  of  "the  buildings  and  grounds 
pertaining  to  said  university,"  as  well  as  of  the  records  and  funds. 
It  will  be  observed  that  the  act  put  the  board  completely  at  the  mercy 
of  the  governor  every  two  years.  This  defect  was  cured  in  the 
act  of  1891,  which  made  the  term  six  years,  two  retiring  every 
two  years. 

The  act  further  provided  for  the  reorganization  of  the  faculty  and 
a  revision  of  the  courses  of  study.  The  faculty  thereafter  was  to 
consist  of  six  professors,  three  of  whom  besides  the  president  should 
be  in  the  literary  and  scientific  department,  one  of  whom  should  be 
styled  the  superintendent  of  agriculture,  and  one  the  superintendent 
of  mechanic  arts.  The  section  dealing  with  the  course  of  study  read 
as  follows : 

The  course  of  study  in  said  Universitj-  shall  embrace  agricultural  chemistry, 
animal  and  vegetable  anatomy  and  physiolog>-,  the  application  of  science  and  the 
mechanic  arts  to  practical  agriculture  in  the  field,  veterinarj'  art,  entomolog)-,  rural 
and  household  economy  and  horticulture,  practical  mechanic  arts  as  taught  in  the 
workshops,  the  English  language  and  literature,  mathematics,  civil  engineering, 
philosophy,  history  and  bookkeeping,  including  military  tactics  and  such  other 
natural  sciences  as  may  be  prescribed.  That  in  addition  to  the  above  described 
studies,  each  male  student  must  be  compelled,  as  a  part  of  his  education,  to  work 


140  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

at  least  three  hours  each  school  day,  either  in  the  field  or  workshop,  under  the 
direction  of  their  respective  superintendents ;  the  proceeds  of  labor  to  be  paid  for 
at  such  rate  as  may  be  prescribed  by  the  board  of  trustees,  to  be  applied  to  the 
payment  of  the  board  of  such  students. 

The  friends  of  the  existing  institution  were  able  to  save  a  Httle 
of  the  old  order  by  getting  inserted  a  clause  stipulating  that  the 
trustees  were  not  forbidden  to  have  "taught  such  higher  or  other 
studies  as  are  usually  taught  in  universities,"  but  students  taking 
any  subject  other  than  those  mentioned  above  were  required  to  pay 
tuition. 

This  law  was  due  to  the  granger  agitation  and  may  be  said 
to  have  marked  the  high  tide  of  the  movement  in  Arkansas.  The 
bill  was  drawn  by  Senator  D.  E.  Barker  and  was  passed  by  strong 
majorities,  the  grangers  being  masters  of  the  situation,  in  spite  of 
strenuous  opposition  by  President  Edgar  and  the  board  of  trustees. 

Not  unnaturally  the  faculty  became  alarmed  for  their  own  welfare 
and  the  future  of  the  university.  The  day  after  the  bill  was  signed 
they  voted  to  send  a  letter  to  the  governor  requesting  him  to  appoint 
the  board  and  set  an  early  day  for  their  meeting,  in  order  that  they 
might  have  an  opportunity,  if  necessary,  to  look  for  other  positions. 
Three  days  later  they  voted  to  reconsider  this  action  and  to  send  a 
letter  of  an  entirely  different  tenor.  No  mention  was  made  of  the 
question  of  tenure.  Attention  was  called  to  the  fact  that  three 
members  of  the  board  had  never  seen  the  university  and  were 
unacquainted  with  the  faculty ;  that  a  new  dormitory  was  to  be 
erected,  for  which  plans  and  specifications  should  be  provided  at  an 
early  date ;  that  it  was  of  the  highest  importance  for  the  future  welfare 
of  the  institution  that  some  outline  of  policy  be  announced  at  once  and 
that  the  course  of  study  be  promulgated  before  the  close  of  the  session 
in  order  to  quiet  the  prevailing  tinrest  among  the  students  and  prevent 
a  loss  of  numbers.  In  view  of  these  facts  the  governor  was  urged  to 
call  a  meeting  of  the  board  at  the  university  at  an  early  date.  Soon 
after  signing  the  bill  Governor  Hughes  proceeded  to  name  the  trustees, 
selecting  the  following  gentlemen :  W.  F.  Avera,  Camden ;  W.  M. 
Fishback,  Fort  Smith;  J.  W.  Keesee,  Latour;  James  Mitchell,  Little 
Rock;  W.  B.  Welch,  Fayetteville ;  and  C.  M.  Taylor,  South  Bend.  No 
one  of  these  men  had  served  on  the  board  under  the  old  law.     Follow- 


THE  ADMINISTRATION  OF  PRESIDENT  MURFEE.  141 

I  ing  the  suggestion  of  the  faculty  he  called  a  meeting  of  the  board, 
Avhich  assembled  at  Little  Rock,  April  18,  1887. 

President  Edgar  attended  this  meeting  and  presented  a  paper 
recommending  a  course  of  study  which  was  merely  received  and  filed. 

!  The  board  announced  their  purpose  to  reorganize  the  faculty  in 
compliance  with  the  law  and  also  that  ancient  and  modern  languages 
would  continue  to  be  taught.  Practically  nothing  else  of  consequence 
was  done  at  this  meeting  except  to  instruct  the  executive  committee  to 
secure  plans  and  specifications  for  the  new  dormitory  authorized  by 
the  Barker  act  and  advertise  for  bids. 

The  faculty  then  took  up  the  matter  of  the  curriculum  and  worked 
on  it  at  times  until  after  the  board  adjourned  in  June.  When  the 
board  came  together  a  committee  on  curriculum  was  appointed 
consisting  of  trustees  Mitchell.  Welch  and  Fishback.  The  committee 
declared  that  it  was  the  "duty  of  the  faculty,  without  ignoring  other 
studies,  to  adopt  a  course  which  shall  have  as  its  leading  feature 
instruction  in  agriculture  and  the  mechanic  arts."  Again  and  again 
the  committee  declared  that  the  main  emphasis  must  be  put  upon  these 
two  subjects.  "Upon  these  and  the  practical  results  of  the  farm  and 
work  shops  depend  the  future  of  the  university.  The  farm  must  begin 
to  turn  out  agricultural  products,  and  the  mechanical  department  must, 
in  like  manner,  demonstrate  in  a  practical  substantial  way  the  training 
of  its  students.  If  literature  and  the  classics  are  permitted  to  over- 
shadow the  subjects  mentioned,  the  university  is  doomed.  If  the 
faculty  can  demonstrate  to  the  people  of  Arkansas  that  practical  and 
successful  farmers  and  skilled  mechanics  and  artisans  can  be  graduated 
from  an  industrial  university — rightly  named — the  permanent  success 
of  that  university  is  assured.  This  work  must  be  achieved  by  the 
faculty." 

The  committee  found  it  no  easy  task  to  formulate  a  curriculum 
which  would  comply  with  the  law,  which  required  certain  things  to  be 
taught  and  about  half  the  student's  time  to  be  spent  in  field  and  shop 
work,  and  at  the  same  time  allow  an  "opportunity  to  study  any  of 
the  numerous  subjects  usually  embraced  in  the  university  course." 
In  view  of  these  difiiculties  they  appealed  to  the  faculty  to  submit  a 
course.  The  faculty,  having  been  at  work  on  the  matter  all  the  spring 
in  view  of  the  fact  that  they  might  be  called  on  for  such  help,  were 


142  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

soon  ready  to  report.  They  offered  nine  different  courses,  the 
agricultural  (B.  S.  A.),  general  science  (B.  S.),  mechanical  engineering 
(B.  M.  E.),  civil  engineering  (B.  C.  E.),  short  agricultural  course, 
short  mechanical  arts  course,  young  ladies'  course  (B.  S.  or  B.  Let.), 
classical  course  (B.  A.),  and  the  normal  course  (L.  I.).  Any  one  taking 
either  of  the  last  two  must  pay  tuition. 

The  noteworthy  thing  about  these  courses  is  the  great  amount 
of  arts  and  science  studies  in  the  so-called  agricultural  and  mechanical 
courses  and  the  manual  labor  required  of  classical  students.  All 
recitations  closed  at  12 :20  and  the  afternoon  was  devoted  to  "practical 
exercises."  The  freshman  B.  A.  devoted  the  morning  hours  to 
algebra,  English,  Greek,  or  French,  physics,  and  Latin,  and  the 
afternoon  to  "farm  or  shop,"  "draw  and  drill."  The  faculty,  never 
enthusiastic  for  these  "practical  exercises,"  induced  the  legislature 
of  1891,  through  the  efforts  of  Senator  Tillman,  to  abolish  them  for 
all  above  freshmen.  In  1892  the  faculties  of  instruction  were  divided 
into  "schools,"  namely,  of  agriculture,  of  mechanic  arts  and  engineer- 
ing, of  science,  of  liberal  arts,  the  normal  school,  and  the  university 
high  school  (preparatory).  A  year  later  "college"  replaces  "school," 
and  a  "dean"  was  elected  for  each,  but  this  was  not  kept  up. 

Following  out  the  policy  of  reorganizing  the  faculty  the  board 
decreed  the  establishment  of  the  following  chairs :  President  of  the 
faculty,  teaching  mental  philosophy  and  ancient  languages ;  superin- 
tendent of  mechanic  arts  and  mechanical  and  civil  engineering; 
superintendent  of  agriculture ;  chemistry,  theoretical  and  applied,  and 
mineralogy  and  veterinary  art;  mathematics,  logic  and  astronomy; 
biology,  geology  and  physics ;  English  and  history  and  instruction  in 
modern  languages. 

The  election  of  a  president  was  deferred  and  the  senior  professor, 
E.  H.  Murfee,  who  had  held  the  chair  of  mathematics,  was  designated 
acting  president,  and  professor  of  mathematics  and  logic.  J.  M. 
Whitham,  who  had  held  the  chair  of  applied  mathematics,  was  made 
superintendent  of  mechanic  arts.  Howard  Edwards,  of  the  old  depart- 
ment of  English,  modern  languages  and  modern  history,  was  retained 
in  the  new  chair  of  English  and  history  and  instructor  in  modern 
languages.     George  D.  Purinton,  of  the  department  of  chemistry,  was 


'  THE  ADMINISTRATION   OF   PRESIDENT   MURFEE.  143 

j  elected  superintendent  of  agriculture,  etc.,  but   resigned  in   August, 

i  when  A.  E.  Menke  was  elected  and  S.  S.  Twombly  was  made  adjunct 

i  professor.     The  chair  of  biology  was  filled  by  the  election  of  F.  W. 

j  Simonds,  Ph.  D.    Miss  L.  M.  Hale  was  designated  instructor  in  ladies' 

1  industrial  art,  and  Miss  Katy  V.  King  instructor  in  music.     R.  H. 

!  Willis,  who  had  been  a  full  professor  before,  was  retained  as  adjunct 

j  professor   of   ancient   languages.      The   position    formerly   known    as 

I  professor  in  the  normal  department  was  replaced  by  "senior  assistant 

I  and  instructor  in  pedagogics"  and  was  filled  by  the  election  of  J.  F. 

,  Howell.     July,  1887,  Lieutenant  E.  K.  Fletcher  was  detailed  to  act 

as  professor  of  military  science  and  tactics.     Besides  these  there  were 

other  adjuncts   and  instructors,  some  of  whom   seem   to   have   been 

employed  by  the  acting  president. 

When    the    election    of    a    president    was    deferred    the    executive 
'  committee  was  instructed  to  search  for  a  suitable  man  by  correspond- 
ence.    In  November  three  applicants  were  invited  to  come  before  the 
board  and  express  their  views  "on  the  conduct  and  management  of 
:  industrial  schools."    What  their  views  were  is  not  a  matter  of  record, 
but  evidently  they  were  unsatisfactory  to  the  board  as  the  election 
was  again  postponed.     August  30,  1888,  Colonel  Murfee  was  unani- 
,  mously  elected   "president   of  the   faculty"   and   was   relieved   of  his 
1  duties  in  the  department  of  mathematics  by  the  election  of  Colonel 
'  O.  C.  Gray. 

Edward  Hunter  Murfee  was  born  in  Virginia,  but  was  educated 
in  the  University  of  Alabama,  where  he  subsequently  held  the  chair 
of  military  engineering.  Later  he  taught  English  in  the  University  of 
Tennessee,  after  which  he  organized  the  ^lississippi  ^Military  Institute. 
From  this  institution  he  came  to  the  chair  of  mathematics  and  logic 
in  the  University  of  Arkansas  in  1885.  By  continuous  re-election, 
after  1888  he  served  as  president  until  the  close  of  1893. 

There  were  no  revolutions  in  the  faculty  during  this  period,  but 
several  changes  of  importance  occurred.  In  the  department  of 
mechanical  engineering  Professor  Whitham  was  succeeded  by 
Professor  C.  V.  Kerr  in  1891.  In  English  Professor  Edwards  was 
1  succeeded  in  1891  by  Professor  R.  H.  Willis,  transferred  frorn  the 
position  of  adjunct  professor  of  ancient  languages,  to  which  work 
,  Professor  C  H.  Leverett  was  recalled.     Professor  J.  F.  McXeil  took 


144  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

charge  of  the  department  of  biology  in  1891  in  place  of  Professor 
Simonds.  The  military  department  was  in  charge  of  three  men  during 
this  administration,  Captain  E.  L.  Fletcher  1887-1890,  Captain  R.  C. 
Cabell  1890-92,  and  Major  R.  W.  Dowdy,  1892-94. 

An  attempt  was  made  to  regulate  salaries  by  law  in  the  act  of 
1887.  It  provided  that  the  salary  of  the  president  should  be  $2,000 
per  annum,  payable  quarterly ;  that  of  the  superintendents  of  agri- 
culture and  of  mechanic  arts  $1,600  each;  that  of  the  other  full 
professors  $1,500  each.  In  their  first  annual  report  the  board  of 
trustees  called  attention  to  the  fact  that  these  salaries  were  lower 
than  those  paid  by  any  other  state  university  in  any  state  of  popula- 
tion and  resources  equal  to  the  same  in  Arkansas,  that  the  university 
was  constantly  losing  her  best  men  on  account  of  low  salaries,  and 
they  suggested  that  this  matter  should  be  left  to  the  determination  of 
the  board.  Nothing  was  accomplished  in  1889,  but  the  suggestion  was 
incorporated  in  the  act  of  1891.  The  board  took  advantage  of  this 
provision  at  its  next  meeting  and  raised  the  salary  of  the  president 
to  $2,500.  The  other  changes  were,  superintendents  of  agriculture 
and  of  mechanic  arts  $2,200  each ;  professors  of  mathematics  and  of 
biology  $2,000  each ;  professor  of  English  and  modern  languages 
$1,800;  adjunct  professor  of  ancient  languages  and  of  English  and 
pedagogics  $1,500  each;  all  others  ranged  from  $1,200  to  $600. 

On  the  subject  of  tenure  no  advance  was  made.  The  board 
resolved  that  all  positions  became  vacant  at  the  end  of  each  year  and 
that  they  would  rigidly  adhere  to  the  rule  previously  adopted  for 
annual  elections. 

A  few  important  changes  were  made  in  the  organization  of  the 
departments.  The  ladies  industrial  art  department  was  abolished  after 
June,  1889,  on  the  ground  that  the  legislature  had  made  no  provision 
for  it.  March,  1890,  a  law  department  was  provided  for,  but  it  failed  to 
materialize  and  was  soon  dropped.  In  January,  1893,  the  law  school 
at  Little  Rock  was  adopted  as  a  department  of  the  university.  At 
the  end  of  1891  history  was  separated  from  English  and  the  chair  of 
history  and  pedagogy  was  established.  At  the  same  time  the 
foundations  were  laid  for  the  department  of  geology  and  mining  by 
the  addition  of  an  "expert  in  geology"  to  the  department  of  biology. 


THE  ADMINISTRATION   OF   PRESIDENT   MURFEE.  145 

geology  and  mining.  At  the  request  of  the  faculty,  the  board 
restored  the  department  of  ancient  languages  to  its  former  position 
of  equality. 

The  appropriations  for  the  period  of  this  administration  were  as 
follows : 

1887. 

University.  Ex.  Station. 

State    $60,000  00 

U.  S $30,000  00 

1889. 

State $36,000  00 

U.  S 11,90909  30,00000 

Total $47,909  09 

1891. 

State  $52  200  00 

U.  S 2:i,yg7  92         30,000  00 

Total     $75,997  92 

1893- 

State    $29,600  00 

U.  S 26,909  04  30,000  00 

Total     $56,509  04 

The  largest  item  in  the'  state  appropriations  was  for  salaries, 
ranging  from  $23,000  in  1887  to  $32,200  in  1891  and  $20,000  in  1893. 
The  other  large  items  were  for  buildings  and  equipments.  In  addition 
to  the  above  the  university  enjoyed  an  income  of  $10,400  a  year  from 
the  Washington  County  and  Fayetteville  bonds.  All  new  students 
were  charged  a  matriculation  fee  of  $5.00  and  all  non-beneficiaries  a 
tuition  fee  of  $10.  In  July,  1891,  the  board  directed  the  return  of 
tuition  paid  the  previous  March  on  the  ground  that  the  law  requiring 
it  had  been  repealed  shortly  after  that,  but  the  tuition  requirement 
continued  to  be  published  in  the  catalogue. 

In  1872  Senator  Morrill  began  active  efforts  to  secure  funds  for 
the  further  endowment  of  the  institutions  created  under  the  act  of 
1862.  At  the  same  time  attempts  were  being  made  by  others  to 
have  the  proceeds  of  the  sales  of  public  lands  devoted  to  common 
school  education.  A  compromise  bill  was  introduced  fixing  a  maximum 


146  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  $50,000  for  higher  education  and  an  indefinite  amount  for  the 
common  school  fund.  Though  favored  by  a  majority  in  each  house, 
the  bill  was  defeated  by  active  opponents.  One  of  these  opponents 
was  Mr.  James  Monroe,  who  had  been  a  professor  in  Oberlin  College, 
Ohio,  and  was  then  a  member  of  the  house.  He  secured  the  passage 
of  a  resolution  directing  the  committee  on  education  and  labor  to 
make  a  searching  inquiry  into  the  condition  and  management  of  the 
land  grant  colleges.  Mr.  Monroe  confessed  himself  converted  by  this 
report  and  thereafter  was  a  firm  friend  of  these  institutions.  However, 
nothing  was  accomplished  immediately  and  later  the  measure  was 
side-tracked  by  the  famous  Blair  educational  bill.  But  in  1890 
Senator  Morrill  had  the  satisfaction  of  securing  the  passage  of  a 
law  to  carry  out  his  ideas. 

This  act  appropriated  $15,000  for  the  year  ending  June  30,  1890, 
"for  the  more  complete  endowment  and  maintenance  of  colleges  for 
the  benefit  of  agriculture  and  mechanic  arts,"  and  further  provided 
that  there  should  be  an  annual  increase  of  $1,000  over  the  appropria- 
tion of  the  preceding  year  until  the  annual  sum  reached  $25,000. 
States  which  maintained  separate  institutions  for  white  and  colored 
were  required  to  divide  the  fund  in  an  equitable  ratio.  In  accepting 
the  grant  Arkansas  provided  that  eight-elevenths  should  go  to  the 
university  at  Fayetteville  and  three-elevenths  to  the  Branch  Normal 
College. 

The  most  important  building  erected  during  this  administration 
was  the  dormitory  for  boys,  which  has  since  been  named  Buchanan 
Hall.  During  the  preceding  administration  the  board  had  tried  in  vain 
to  secure  appropriations  for  this  purpose.  "For  the  purpose  of 
cheapening  the  board  of  beneficiaries,  and  for  the  further  purpose  of 
better  discipline,"  the  act  of  1887  appropriated  $17,000  for  a  dormitory. 
Only  beneficiaries  were  to  be  allowed  rooms  in  it,  unless  they  were 
not  sufficiently  numerous  to  fill  it.  The  building  was  ready  for 
occupancy  March  31,  1888.  The  legislature  of  1889  had  directed  that 
the  basement  of  University  Hall  be  fitted  up  for  tlie  shops  and 
appropriated  $7,000  for  machinery  and  tools.  The  insurance  com- 
panies had  already  objected  to  keeping  the  shops  in  the  main  building 
and  the  people  occupying  the  rooms  above  complained  of  the  noise 
and   fumes   from   the   shops.     Because  of  this   the   old  armory   had 


THE  ADMINISTRATION   OF   PRESIDENT   MURFEE.  147 

been  fitted  up  to  receive  the  forges  and  such  things  as  caused  danger 
from  fire.  The  imperative  necessity  of  removing  all  such  things  from 
University  Hall  was  pointed  out  to  the  legislature  of  1889  and  it 
appropriated  $5,000  for  a  shop  building.  The  legislature  of  1893  gave 
S2,000  for  a  chemical  laboratory. 

The  framer  of  the  Barker  bill  was  not  in  sympathy  with  the 
existing  administration  in  its  effort  to  establish  industrial  training 
for  girls  as  well  as  for  boys.  As  originally  drawn  the  bill  excluded 
them  from  the 'privileges  of  becoming  beneficiaries,  but  their  friends 
secured  the  insertion  of  a  section  providing  that  this  feature  should 
not  take  effect  until  1889.  By  that  time  they  were  strong  enough  to 
secure  its  repeal,  but  they  failed  to  get  any  appropriation  for  the 
industrial  arts  department  and  it  was  dropped. 

The  amount  of  manual  labor,  or  "practical  exercises,"  required  of 
students  by  the  act  of  1887  has  already  been  given.  For  this  they 
were  to  be  paid  from  three  to  ten  cents  an  hour  and  this  was  to  be 
applied  in  payment  for  board  at  the  dormitory.  Although  classical 
students  were  required  to  labor  they  were  not  allowed  to  reside  at 
the  dormitory  unless  there  were  not  enough  agricultural  and 
mechanical  students  to  fill  it.  Also,  while  agricultural  students 
were  getting  ten  cents  an  hour,  and  mechanical  students  five  cents, 
the  classical  students  received  only  three.  However,  in  1889  all  were 
put  on  an  equality  of  ten  cents  an  hour.  As  the  enthusiasm  for  manual 
labor  began  to  cool  the  faculty  grew  bold  enough  to  count  drill  and 
laboratory  work  as  a  part  of  the  required  work.  Not  being  rebuked 
for  this  they  followed  it  up  as  their  interpretation  of  the  act  of  1891, 
which,  at  their  request,  had  reduced  the  amount  of  work  required 
from  three  to  two  hours  a  day.  The  appropriations  for  student  labor 
were  1887  and  1889,  $5,000  each,  1891,  $7,000,  and  1893,  $2,000. 

One  thing  which  impresses  the  student  of  this  administration,  as 
well  as  of  some  others,  is  the  almost  complete  dominance  of  the  board. 
The  faculty  hardly  dared  to  do  anything  on  their  own  responsibility. 
If  a  stove  was  to  be  bought  for  the  library  or  desks  for  recitation 
rooms,  the  board  did  it  through  its  executive  committee  or  the 
secretary.  Not  only  the  general  curriculum  must  be  approved  by 
the  board,  but  also  the  courses  in  any  particular  department.  The 
faculty  even  asked  the  board  if  they  might  allow  students  to  take 


148  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

up  extra  studies.  The  board  "authorize  and  request"  the  faculty  to 
prepare  the  manuscript  for  the  catalogue  and  then  appoint  a  com- 
mittee to  examine  and  approve  it.  It  does  not  seem  to  have  been 
any  part  of  the  president's  duties  to  find  suitable  men  to  fill  vacancies 
in  the  teaching  force,  the  secretary  of  the  board  being  directed  to 
look  after  this.  Perhaps  the  thing  which  proved  most  vexatious  to 
faculty  and  students  alike  was  the  change  of  vacation.  At  the  June 
meeting  in  1887  the  board  directed  that  the  next  session  should 
begin  September  5  and  close  December  2.  Thereafter  the  regular 
session  was  to  begin  the  first  Monday  in  March  and  closed  about 
the  first  of  December,  making  the  vacation  in  the  winter.  The  reason 
given  for  this  was  that  the  agricultural  character  of  the  school 
demanded  that  the  students  should  be  in  attendance  during  the  crop 
season.  Another  reason  was  the  belief  that  it  would  be  beneficial  to 
the  health  of  the  students.  Repeated  petitions  from  the  faculty  for 
a  return  to  the  old  plan  of  a  summer  vacation  were  without  avail. 

The  following  table  of  attendance  gives  some  idea  of  the  results 
of  the  attempt  to  bring  into  greater  prominence  the  industrial  features 
of  the  university.  Preparatory  students  are  not  included  in  the  figures 
for  1893. 

STUDENTS  IN                   i888  1889  1890  1891  1892  1893 

Agriculture    4  70  66  33  49  3 

Engineering   94  92  128  76  86  42 

General  Science   46  -  T^^  162  202  146  28 

Classical    66  69  89  75  iig  91 

Normal    56  39  34  30  52  14 

Irregular    9  10  11  2  13 

The  efiforts  in  behalf  of  the  engineering  department  were,  not 
without  good  results,  but  the  attempt  to  push  agricultural  education 
to  the  front  proved  a  failure.  Several  explanations  may  be  offered 
for  this  failure.  No  teachers  who  were  experts  in,  or  enthusiastic 
for,  the  subject  were  employed.  The  advancement  of  agricultural 
education  was  sought  at  the  expense  of  the  liberal  arts  which  were 
discredited  in  the  act  of  1887  and  almost  outlawed.  The  attempt  was 
in  advance  of  the  demand.  This  seems  to  have  been  true  in  most 
of  the  other  states.  The  most  noteworthy  result  here  was  a  serious 
blow  to  the  college  of  liberal  arts  from  which  it  took  years  to  recover. 


CHAPTER  XI. 


THE  ADMINISTRATION   OF  PRESIDENT   BUCHANAN. 


At  a  special  meeting-  of  the  board  held  in  Little  Rock  January  8, 
1894,  Dr.  John  L.  Buchanan  was  elected  president.  Dr.  Buchanan 
i  was  born  in  Virginia  (1831)  and  was  educated  at  Emory  and  Henry 
College,  where  he  also  taught  several  years  after  graduation.  During 
the  Civil  War  he  served  in  the  ordnance  department  of  the  Con- 
federate government.  In  1878  he  took  charge  of  the  department  of 
Latin  in  Vanderbilt,  but  left  two  years  later  to  assume  the  presidency 
of  his  alma  mater.  Later  he  served  as  state  superintendent  of  public 
instruction  in  Virginia.  After  the  expiration  of  his  term  he  went  to 
Randolph-Macon  College  as  professor  of  Latin,  from  which  place  he 
was  called  to  the  University  of  Arkansas.  He  arrived  in  Fayetteville 
March  3,  attended  a  faculty  meeting  two  days  later  and  the  following 
day  the  session  of  1894  began. 

The  entire  instructional  force  of  the  university  now  numbered 
thirty-two  exclusive  of  the  experiment  station  staff,  being  one  more 
I  than  for  the  preceding  year.  Nine  of  these  were  in  the  preparatory 
■  department  as  against  six  the  preceding  year.  The  faculty  proper 
consisted  of  professors  and  associate  professors,  the  latter  being  a 
new  rank  just  introduced,  and  numbered  seventeen  counting  the 
president.  The  principal  of  the  preparatory  department  was  invited 
by  the  faculty  to  meet  with  them  and  the  board  was  requested  to 
make  him  a  member.  Several  years  later  (in  1900)  the  board  defined 
the  faculty  as  consisting  of  professors,  associate  professors  and  the 
principal  of  the  preparatory  department.  At  that  time  there  were 
sixteen  professors  and  five  associates.  At  the  close  of  this  administra- 
tion in  1902  the  instructional  staff  numbered  thirty-four  exclusive 
of  the  station  staff  and  also  of  the  president  who  had  ceased  to  give 
instruction  a  year  or  two  before.  The  net  gain  then  may  be  given  as 
three,  all  in  the  faculty  proper,  which  now  numbered  twenty.  The 
preparatory  force  had  again  been  reduced  to  six.  The  position  of 
adjunct  professor  had  been  revived  in  1901  as  standing  between 
associates  and  instructors. 


150  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  tenure  of  all  the  faculty,  including  the  president,  was  for  one 
year.  In  his  first  report  Dr.  Buchanan  devoted  a  paragraph  to 
the  subject  of  tenure,  recommending  that  it  be  made  permanent 
conditioned  on  good  behavior  and  efficiency.  The  board  not  only 
paid  no  attention  to  this,  but,  a  few  years  later  (1899)  resolved  that 
no  teacher  or  employe  of  the  university  should  be  elected  until 
after  commencement. 

With  the  experiment  station  staff  the  board  for  a  while  pursued  a 
different  policy.  Recognizing  that  some  experiments  must  extend 
over  a  series  of  years,  this  was  given  in  1894  as  a  reason  for  electing 
the  director  and  all  the  staff  for  a  period  of  four  years.  i\t  the  end 
of  this  period,  however,  this  rule  was  rescinded,  though  the  director 
was  elected  in  1899  for  four  years.  In  his  last  report  Dr.  Buchanan 
again  reverted  to  this  subject  and  told  the  board  very  plainly  that 
the  uncertainty  of  tenure  was  one  cause  of  the  frequent  resignations 
and  that  such  a  condition  did  not  "favor  an  identity  of  the  personal 
interests  of  professors  with  those  of  the  university,  or  promote  a  spirit 
of  loyalty  and  devotion  to  the  institution,  or  encourage  the  promotion 
of  plans  to  develop  and  strengthen  departments  through  consecutive 
years." 

The  question  of  permanency  of  tenure  has  been  a  matter  of 
legislative  action  and  of  judical  decision.  In  June,  1899,  the  board 
of  trustees  created  "the  office  of  vice  director  and  pomologist  of  the 
agricultural  experiment  station"  and  appointed  W.  G.  Vincenheller 
to  the  same  for  four  years  at  a  salary  of  $2,000  per  annum.  As  a 
part  of  his  duties  he  was  required  to  hold  agricultural  institutes  in 
different  parts  of  the  State.  By  act  of  May  23,  1901,  the  legislature 
abolished  the  office  of  pomologist  and  prohibited  the  board  from 
allowing  the  incumbent  any  pay  for  his  services.  The  incumbent 
thereupon  applied  to  Judge  John  N.  Tillman,  of  the  circuit  court,  for 
a  write  of  mandamus  to  compel  the  payment  of  his  salary  and 
attacked  the  validity  of  the  act  forbidding  such  payment  on  several 
grounds,  among  them  that  it  tended  to  impair  the  obligations  of  a 
contract.  The  petition  being  denied  an  appeal  was  taken  to  the 
supreme  court,  but  the  decision  of  the  lower  court  was  affirmed  by 
four  out  of  five  justices.  Speaking  for  the  majority,  Mr.  Justice  Battle 
held  that  the  position  in  question  was  a  public  office  and  that  the  act 


THE  ADMINISTRATION  OF  PRESIDENT  BUCHANAN.  151 

abolishing  it   did  not  impair  the  obligation  of   a  contract,   "for  the 

duties  and  obligations   of  an  officer  grow  out  of  the  law,   and  not 

I    out  of  contract."     In   a   vigorous   dissenting  opinion,   Chief  Justice 

I    Bunn    combatted    the    definitions    of    public    office    accepted    by    the 

majority  and  pointed  out  that,  under  such  a  definition,  "every  teacher 

of  the  smallest  district   school  would  be  a  public  officer.     He  also 

cited  a  decision  of  the  supreme  court  of  Wisconsin  to  the  eflFect  that 

"a  professor  in  the  state  university  is  not  a  public  officer  in  such 

j    a  sense  as  prevents  his  employment  as  such   creating  a  contracted 

1    relation." 

Few  changes  were  made  in  the  faculty  at  the  time  of  the  election 

of   Dr.    Buchanan.      Elias    Chandler,   first    lieutenant.    16th    infantry, 

,    U.  S.  A.,  arrived  a  few  days  before  Dr.  Buchanan  and  took  charge  of 

i    the  military  department.    Professor  B.  J.  Dunn  succeeded  Mrs.  A.  M. 

Tyler   as    head    of   the    preparatory    department    because    the    board 

thought  it  better  to  have  a  man  there.    Professor  John  C.  Futrall  was 

elected  to  the  chair  of  Latin  and  entered  upon  the  discharge  of  his 

duties  in  July.     The  following  year  Professor  W.   N.  Gladson  and 

Miss  Ida  Pace  entered  the  faculty.    In  June,  1895,  Professor  Harrison 

Randolph  succeeded  Professor  O.  C.  Gray  in  the  chair  of  mathematics, 

i    and  a  year  later  E.  F.  Shannon  became  associate  professor  of  ancient 

'    languages.      Professors   George   M.    Peale   and   A.   H.    Purdue   were 

:    added  to  the  faculty  in  1897  and  S.  J.  McLean  a  year  later.     Wm.  P. 

Stone,  first  lieutenant  6th  artillery,  U.  S.  A.,  succeeded  Lieutenant 

I    Chandler  in  the  military  department  in   February,   1898,  and  served 

I    the  rest  of  the  year,  when  W.  A.  Ross,  a  graduate  of  the  university, 

:    was  designated  acting  commandant.     Professors  J.  W.  Fertig,  Junius 

I    Jordan,  Ernest  T.  Bynum  and  C.  E.  Houghton  all  came  in  1898,  and 

Professors  F.  W.  Pickel,  A.  F.  Lewis  and  Ernest  Walker  a  year  later. 

At  the  same  time  the  military  department  was  left  in  charge  of  a 

member  of  the  senior  class,  J.  L.  Harnor.     Two  changes  were  made 

the  following  year.  Professor  W.  A.  Read  entering  the  department 

of  English,  and  Captain  G.  K.  Spencer  taking  charge  of  the  military 

department.     Professor  Lewis  was  absent  on  leave  during  1901-02, 

when  his  place  was  filled  by  Professor  A.  C.   Barrows,  and  J.  W. 

Kuykendall  took  charge  of  the  preparatory  department.    The  changes 

had  brought  about  an  almost  entirely  new  faculty  in  eight  years,  only 


152  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS.  | 

two  remaining-  at  the  close  of  Dr.  Buchanan's  administration  who 
were  there  at  the  beginning  as  members  of  the  faculty,  though  there 
were  three  others  in  attendance  on  the  first  faculty  meetings  who 
became  members  soon  thereafter. 

The  custom  of  granting  leave  of  absehce  to  members  of  the 
faculty  was  begun  in  1897,  when  three  months  were  given  to  Professor 
Menke  in  order  that  he  might  pursue  graduate  work  in  Germany. 
In  December,  1898,  a  year's  leave  of  absence  was  granted  Professor 
Futrall  with  permission  to  select  his  own  substitute,  who  was  to  be 
paid  only  for  the  time  he  actually  taught,  the  rest  of  the  twelve 
installments  going  to  Professor  Futrall.  This  is  the  nearest  the  board 
ever  came  to  granting  leave  of  absence  with  continuance  of  pay, 
though  Professor  Menke  had  employed  and  paid  his  substitute. 
Several  were  g-ranted  leave  of  absence  in  the  next  few  years,  but 
in  1.900  the  board  practically  reversed  its  former  liberal  policy  by 
ordering  that,  in  future,  no  employe  was  to  receive  any  part  of  his 
salary  during  vacation  unless  he  rendered  some  service  for  it.  The 
legislature  of  1901  even  went  so  far  as  to  forbid  the  board  to  grant 
leave  of  absence  except  for  actual  sickness  of  the  teacher  himself. 

The  question  of  courses  of  study  and  degrees  began  to  agitate  the 
faculty  in  1897  and  was  not  finally  disposed  of  until  two  years  later. 
It  was  started  in  January,  1897,  by  a  motion  to  confer  the  B.  A.  on  all 
students  completing  the  work  then  laid  down  for  the  B.  S.,  provided 
that  a  committee  should  be  appointed  to  determine  the  minimum 
amount  of  language  to  be  required.  The  committee  appointed  to 
consider  this  matter  failed  to  agree  and  presented  majprity  and 
minority  reports.  •  After  "long  discussion"  a  sort  of  compromise  was 
finally  effected.  The  courses  leading  to  the  B.  A.  were  increased  in 
number  so  as  to  include  courses  with  science  as  a  major;  the  minimum 
amount  of  language  was  to  be  four  full-year  courses  of  three  hours 
each,  one  of  which  must  be  Latin ;  of  mathematics,  one  three-hour 
course ;  the  amount  of  science  was  left  for  future  determination.  A 
special  course  was  to  be  arranged  for  the  B.S. 

Here  the  matter  seems  to  have  rested  for  about  a  year  when  it  was 
again  taken  up.  The  committee  appointed  to  consider  the  subject 
reported  in  favor  of  two  degrees,  the  B.  A.  and  B.  S.,  the  details  of 
which  are  given  elsewhere,  and  this  report  was  adopted.    This  proved 


THE  ADMINISTRATION  OF  PRESIDENT  BUCHANAN.  153 


i  unsatisfactory,  however,  and  in  December,  1898,  a  committee  consist- 
ing of  Professors  Futrall,  Menke,  Purdue,  Bynum  and  Fertig  was 
appointed  to  remodel  the  courses.    This  committee,  composed  of  three 

i  arts  and  two  science  men,  made  its  report  in  the  following  January, 

I  but  the  differences  between  the  arts  and  the  science  men  seemed 
I  ... 

irreconcilable.     Finally  a  new  committee  consisting  of  three  science 

men  was  ordered  and  the  president  was  asked  to  sit  with  them  as  a 
sort  of  umpire.  They  were  instructed  to  make  the  courses  for  fresh- 
men and  sophomores  uniform,  allowing  limited  options  but  no 
electives. 

The  committee  does  not  seem  to  have  followed  instructions,  but 
reported  three  courses  leading  to  the  B.  A.,  B.  Ph.,  and  B.  S.  degrees 
respectively  and  this  report  was  adopted.  Tired  of  repeated  alterations 
and  perpetual  discussion  the  faculty  ordered  that  the  courses  should 
stand  as  adopted  without  material  change  for  at  least  four  years.  A 
rule  previously  adopted  prohibiting  substitutions  for  required  studies 
was  rescinded.  The  graduate  courses  leading  to  the  Ph.  D.  were 
;  dropped.  No  further  changes  in  the  courses  themselves  were  made 
'  within  the  four  years.  In  1900  the  recitation  periods  were  reduced 
to  fifty-five  minutes. 

On  the  question  of  honorary  degrees  the  faculty  was  inclined  to 
:  be  conservative  and  in   1901   declared  against  conferring  the   D.  D.' 
on  any  one. 

This  administration  marked  a  noteworthy  period  in  the  develop- 
ment of  the  departments.  The  division  of  the  department  of  ancient 
languages  jnto  the  departments  of  Latin  and  of  Greek  in  1894  was 
found  to  be  in  advance  of  the  needs  of  the  institution  and  was  aban- 
doned the  following  year.  The  subject  of  geolog\-  was  definitely 
detached  from  that  of  biology  and  the  department  of  geology  was 
created  in  1896.  The  following  year  marked  the  separation  of  the 
work  in  the  technical  school  into  three  departments,  that  of  mechanical 
engineering,  that  of  civil  engineering,  and  that  of  electrical  engineering. 
Some  of  these  changes  were  perhaps  forcing  themselves  on  the 
university  in  the  natural  course  of  its  development.  To  Dr.  Buchanan, 
however,  must  be  ascribed  the  chief  credit  for  creating  the  department 
of  economics  and  sociology.  So  insistent  was  he  for  these  subjects 
that  he  taught  economics  himself  for  two  or  three  years.     Finally,  in 


154  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

1896,  the  board  was  induced  to  establish  the  chair,  but  it  was  not  filled 
until  the  following  year  by  calling  S.  J.  McLean.  Following  close  upon 
this  came  the  separation  of  history  and  pedagogics  and  the  creation 
of  two  departments,  history  in  one  case  and  philosophy  and  pedagogy 
in  the  other.  The  departments  of  elocution  and  physical  culture  and 
of  art  were  virtually  reorganized  and  provided  with  quarters. 

In  the  matter  of  the  agricultural  school  there  is  a  noticeable 
reaction  in  this  period  from  the  efforts  made  to  stimulate  it  in  the 
later  eighties.  This  was  a  confession  that  the  efforts  previously  made 
in  this  line  were  either  misdirected  or  in  advance  of  the  time.  Dr. 
Buchanan  was  inclined  to  the  latter  view.  In  consequence  the  so-called 
school  of  agriculture  was  reduced  to  a  mere  department  with  four 
subordinate  departments.  For  one  year  of  this  period  only  one 
student  of  collegiate  grade  was  enrolled  in  the  agricultural  course. 

Meantime  the  technical  school  was  showing  a  healthy  growth. 
In  1900  the  governor  was  asked  to  recommend  to  the  legislature  the 
establishment  of  a  textile  school,  but  no  further  steps  have  been  taken 
in  this  direction. 

In  1898  the  board  invited  all  evangelical  churches  to  establish 
chairs  of  biblical  literature  or  theology  in  the  university,  with  the 
assurance  that  students  pursuing  such  studies  would  be  admitted  to 
the  classes  of  the  academic  department  on  the  same  terms  as  other 
students.     So  far  no  denomination  has  responded. 

The  only  department  permanently  abolished  was  the  so-called 
department  of  pharmacy,  which  was  swept  away  by  the  legislature 
of  1895. 

The  appropriations  for  this  period  were  as  follows : 

State.  U.  S.  Ex.  Station.  Totals. 

1895    $51,450  00  $29,816  17  $30,000  00  $111,268  17 

1897    67,300  00  32.727  27  30,000  00  130,027  2^ 

1899    69,55000  35,62625  30,00000  I35>i76  25 

1901     91,75000  36,34343  30,00000  158,09343 

The  largest  single  item  was  that  for  salaries,  beginning  with 
$25,000  in  1895  and  reaching  $40,000  in  1901.  This  increase  was 
mainly  due  to  additions  to  the  teaching  force  rather  than  to  increase 
of  individual   salaries.     As   a   matter  of  fact   there   had   been   some 


THE  ADMINISTRATION  OF  PRESIDENT  BUCHANAN.  155 

reductions  as  well  as  a  few  increases.  In  1895  the  salary  attached  to 
the  department  of  chemistry  and  that  of  mechanic  arts  was  reduced 
from  $2,200  to  $2,000  and  that  of  biology  from  $2,000  to  $1,800,  while 
that  of  ancient  languages  was  raised  from  $1,700  to  $1,800,  that  of 
history  and  pedagogy  from  $1,600  to  $1,800  and  that  of  the  associate 
in  mathematics  from  $1,300  to  $1,500.  The  reductions  were  not  in 
harmony  with  the  views  of  Dr.  Buchanan,  who  told  the  board  that  the 
laborer  was  worthy  of  his  hire  and  suggested  increases.  In  1900  only 
four  departments  carried  with  them  salaries  of  $2,000 — ancient 
languages,  mathematics,  geology,  and  philosophy  and  pedagogy.  The 
professor  of  biology  received  $1,800;  all  others  $1,500. 

The  rules  governing  fees  were  changed  several  times  during  this 
administration.  At  the  beginning,  in  1894,  all  new  students  were 
required  to  pay  a  matriculation  fee  of  $5.00  and  all  non-beneficiary 
students  were  charged  $10.00  per  session.  The  legislature  of  1895 
required  the  board  to  apportion  the  beneficiaries — the  number  having 
been  previously  fixed  at  1,000  in  all — among  the  counties  according 
to  population.  The  selection  of  the  appointees  was  left  to  the  county 
judges.  If  any'  county  failed  to  fill  up  its  quota,  the  president  of 
the  university  was  allowed  to  do  so  by  appointments  from  other 
counties.  The  following  year  the  board  made  the  matriculation  fee 
of  $5.00  payable  once  in  four  years,  required  a  contingent  fee  of  $3.00 
of  all  except  new  students  and  a  tuition  fee  of  $30.00  per  year  of  all 
non-beneficiaries.  When  the  legislature  of  1897  required  all  students 
appointed  as  beneficiaries  to  a  county  of  which  they  were  not  resident 
to  pay  a  fee  of  $10.00,  the  board  relieved  all  such  of  the  contingent 
fee  of  $3.00.  In  July,  1897,  the  board  ordered  that  in  future  all 
students  should  be  charged  a  diploma  fee  of  $5.00.  In  1896  Dr. 
Buchanan  had  recommended  that  the  matriculation  fee  be  made 
payable  annually  by  beneficiaries  and  that  non-beneficiaries  be  charged 
$30.00  without  any  matriculation  fee,  but  this  was  not  adopted  until 
1899.  In  1895  the  refunding  of  fees,  or  parts  thereof,  to  students 
leaving  the  university  had  been  left  to  the  discretion  of  the  president. 
Hereafter  no  fees"  were  to  be  returned  without  the  order  of  the  board. 

Unfortunately,  the  treasurer's  reports  do  not  show  the  amount  of 
money  received  from  any  of  these  sources.     In  fact  very  few  of  the 


156  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

treasurer's  reports  have  been  prepared  in  a  form  available  for  historical 
purposes.  The  report  for  1901-02  has  an  item  marked  "contingent, 
$8,207.24."  The  presumption  is  that  the  greater  part  of  this  was 
collected  out  of  the  fees.  Besides  these  sources  of  revenue  the 
university  had  an  income  of  $10,400  from  the  endowment  funds 
invested  in  Washington  County  and  Fayetteville  bonds. 

The  appropriation  bill  for  1899  contains  this  section  :  "The  name 
of  the  Arkansas  Industrial  University  is  hereby  changed  to  the 
University  of  Arkansas."  For  several  years  the  feeling  had  been 
growing  that  the  old  name  was  a  misfit.  Dr.  Buchanan  took  advantage 
of  every  opportunity  to  call  attention  to  this  fact  with  the  results  just 
indicated. 

In  the  matter  of  buildings  this  can  not  be  said  to  have  been  a 
constructive  period.  Mechanic  Hall  was  erected  in  1897  to  replace  the 
wooden  building  destroyed  by  fire  in  April,  1895.  In  1901  this  was 
enlarged  at  a  cost  of  $2,000.  In  1901  a  dormitory  for  boys,  known 
as  Hill  Hall,  was  erected  at  a  cost  of  $10,000.  Other  buildings  were 
a  plant  house  and  ofBce  rooms  for  the  experiment  station,  and  a 
cottage  residence  on  the  farm.  The  stone  wall  around  the  campus 
was  begun,  a  sewerage  system  was  installed,  the  athletic  grounds 
were  fenced  and  a  grandstand  was  erected.  The  president's  dream 
of  a  woman's  building  for  the  accommodation  of  female  students  was 
not  realized  during  his  administration. 

During  this  administration  the  idea  began  to  be  worked  out  that 
the  university  not  only  existed  for  the  people,  but  that  it  must  go 
after  them.  In  1894  the  board  simply  appropriated  $1,000  for  adver- 
tising, but  in  1899  they  appropriated  $500  to  pay  the  expenses  of  the 
principal  of  the  preparatory  department  and  the  professor  of 
pedagogy  who  were  directed  to  go  out  in  the  byways  and  hedges  and 
compel  them  to  come.  The  credit  for  this  probably  belongs  to  the 
president  and  the  faculty,  who  had  discussed  ways  and  means  of 
increasing  attendance  and  had  appointed  a  committee  to  consider 
plans.  The  following  year  the  appropriation  was  increased  to  $600 
and  the  president  joined  the  campaigners.  Undoubtedly  the  student- 
labor  fund  was  a  strong  drawing  card.  In  his  last  report  Dr.  Buchanan 
stated  that  about  one  hundred  had  profited  by  this. 


THE  ADMINISTRATION  OF  PRESIDENT  BUCHANAN.  157 

The  curve  of  attendance  for  this  administration  shows  some 
unsatisfactory 'wanderings.  After  1894  there  was  a  stead}-  decline 
in  attendance  until  1898,  falling  from  613  to  478.  The  financial 
condition  of  the  country  undoubtedly  was  largely  responsible  for  this. 
The  year  1898-99  showed  a  gain  of  only  two.  By  this  time  the 
country  was  beginning  to  recover  and  the  facultj^  were  getting  more 
active  in  campaigning  for  students.  The  result  was  655  for  1899-1900, 
but  a  decline  again  set  in  and  the  number  had  fallen  to  606  in  1901-02. 
However,  there  was  a  gain  in  the  proportion  of  collegiate  to  prepara- 
tory students. 

After  repeated  petitions  on  the  part  of  the  faculty  and  students 
the  board  at  last  consented  (1895)  to  a  change  of  vacation  from  winter 
to  summer.  This  necessitated  a  short  session  extending  from  March 
5  to  July  17,  1895.  Since  then  the  sessions  have  begun  in  September 
and  ended  in  June.  The  change  affected  most  the  senior  class. 
They  were  required  to  return  and  remain  throughout  the  first  term 
of  the  session  of  1895-96.  Many  remained  to  the  end  of  the  year.  The 
reason  why  the  board  hesitated  to  make  the  change  was  the  fear  that 
the  supposedly  rigorous  winter  would  affect  unfavorably  the  health 
of  the  students,  but  no  such  results  followed  and  there  has  never 
been  any  thought  of  returning  to  the  winter  vacation. 

The  position  of  the  president  remained  at  the  end  of  this  period 
about  what  it  was  at  the  beginning,  a  presiding  officer  in  the  faculty 
and  a  channel  of  communication  between  the  faculty  and  board.  A 
good  part  of  the  president's  time  was  taken  up  with  disbursing  the 
student-labor  fund  and  approving  accounts.  He  also  taught  until 
near  the  close  of  his  administration.  Board  and  faculty  government 
prevailed.  Often  the  board  selected  the  teachers  without  even 
consulting  the  president  and  sometimes  in  opposition  to  his  known 
wishes.  He  was  not  always  invited  to  be  present  at  the  board 
meetings.  Within  the  institution  facult}^  government  prevailed,  both 
in  the  matter  of  general  policy  and  in  minor  details,  such  as  discipline. 
Harmony  did  not  always  prevail  among  the  departments,  especially 
between  the  technical  departments  on  the  one  side  and  the  arts 
departments  on  the  other,  though  the  president  served  as  a  mediator. 


CHAPTER  XII. 


THE  ADMIXISTRATIOX  OF  PRESIDENT  HARTZOG. 


Some  time  in,  advance  of  the  commencement  of  1902  Dr.  Buchanan 

j  signified  to  the  board  that  he  wished  to  retire  on  account  of  advancing 

I  age  and  ill-health.    At  the  June  meeting  the  board  asked  him  to  serve 

;  until  August  1  and  the  same  day  elected  Professor  Harrison  Randolph, 

I  who  had  formerly  occupied  the  chair  of  mathematics  and  astronomy. 

Professor  Randolph  required  as  a  condition  of  acceptance  that  his 

tenure  and  that  of  the  faculty  be  made  more  permanent  and  that  he 

have  greater  freedom  in  the  choice  of  the  faculty.     These  conditions 

were  rejected  by  the  board  in  a  called  meeting  at  Little  Rock,  July  15, 

1902.  and  Dr.  Henry  S.  Hartzog  was  elected  for  one  year. 

Henry  S.  Hartzog  was  born  in  South  Carolina  (1866)  and  was 
graduated  from  the  South  Carolina  Military  Academy  in  1886.  Later 
he  graduated  from  the  Southern  Baptist  Theological  Seminary  at 
Louisville.  He  then  began  teaching  and  served  as  principal  of  Johnston 
Institute  until  1897,  when  he  was  elected  president  of  Clemson  College 
and  director  of  the  South  Carolina  Experiment  Station.  From  this 
position  he  was  called  to  the  University  of  Arkansas. 
Iljl  Numerous  changes  had  already  been  made  in  the  personnel  of  the 
faculty.  Associate  Professor  J.  W.  Carr  became  professor  of  English, 
H.  A.  Millis  took  charge  of  the  department  of  economics  and  sociology, 
W.  S.  Johnson,  philosophy  and  pedagogy,  J.  H.  Reynolds,  history, 
A.  M.  Muckenfuss,  chemistry  and  physics.  Professor  C.  E.  Houghton 
resigning  the  following  January,  B.  N.  Wilson  was  designated  acting 
professor  for  the  remainder  of  the  year,  when  he  was  elected  professor. 
Lanning  Parsons,  captain  9th  regiment  of  cavalry,  U.  S.  A.,  took 
charge  of  the  military  department  February  22,  1903.  The  faculty 
now  numbered  nineteen.  Besides  these  there  were  two  adjuncts  and 
twelve  instructors  including  the  teachers  of  music,  making  thirty-three 
There  were  also  three  members  of  the  station  staff  not  included  in  the 
foregoing. 


160  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Few  changes  were  made  the  following  year.  C.  H.  Brough  took 
charge  of  the  department  of  economics  and  sociology,  W.  G.  Vincen- 
heller  became  director  of  the  experiment  station,  and  the  director  of 
music,  Paul  Schmolck,  was  made  a  member  of  the  faculty.  Slight 
changes  were  also  made  in  the  form  of  organization  in  the  way  of  a 
nearer  approach  to  the  university  system.  The  departments  giving 
instruction  in  arts,  science  and  technical  subjects  are  denominated 
"The  College,"  the  department  of  music  "The  Conservatory  of  Music 
and  Arts,"  and  the  preparatory  department  "The  Preparatory  School." 
The  experiment  station  had  always  had  a  separate  existence.  The 
instructional  staff  of  the  college  numbered  twenty-three  and  a 
machinist,  of  the  preparatory  school  eight,  and  of  the  conservatory 
six,  making  thirty-eight  in  all,  besides  three  men  in  the  station  not 
included  above.  The  increase  had  come,  three  in  the  conservatory 
and  two  in  the  preparatory  school. 

In  1904  G.  A.  Cole  became  professor  of  agriculture  and  Miss 
Hazel  A.  Yates  became  director  of  music.  R.  B.  Powers,  captain  7th 
cavalry,  took  charge  of  the  military  department  in  January,  1905.  The 
instructional  force  was  increased  by  the  addition  of  A.  A.  Steel  to 
the  department  of  geology  and  mining  with  the  rank  of  associate. 
The  departments  of  chemistry  and  electrical  engineering  also  were 
strengthened  by  the  addition  of  one  instructor  to  each.  The  prepara- 
tory force  was  raised  to  nine.  The  station  staff  was  increased  by 
the  addition  of  an  instructor  in  dairying,  and  J.  H.  Norton  became 
chemist.  Except  for  the  conservatory  of  music  and  arts  no  new 
departments  were  created  during  this  administration,  though  the 
foundations  for  the  dairy  department  were  laid  at  this  time.  The 
faculty  was  increased  by  one  and  the  entire  instructional  force  had 
been  raised  from  thirty-three  in  1902  to  forty  in  1905. 

This  increase  hardly  kept  pace  with  the  growth  in  attendance  and 
the  real  needs  of  the  university.  The  total  attendance  at  Fayetteville 
had  increased  from  606  in  1902  to  810  in  1905.  The  collegiate  depart- 
ment had  leapt  from  234  to  exactly  400,  and  the  preparatory 
department  had  increased  from  347  to  410.  This  increase  was  no 
doubt  due  in  part  to  the  increased  activity  in  the  line  of  campaigning 
for  students.     The  president  being  an  excellent  public  speaker,  was 


THE  ADMINISTRATION  OF  PRESIDENT  HARTZOG  161 

in  demand  for  addresses  in  all  parts  of  the  State.  He  was  a  vigorous 
advertiser,  also,  and  took  part  in  the  summer  campaign  work  and 
was  assisted  by  more  members  of  the  faculty  than  had  ever  gone  out 
before.  A  weekly  bulletin,  called  the  "University  News  Letter,"  was 
issued  and  sent  out  to  the  press  and  individuals  all  over  the  State. 

The  appropriations  show  increasing  liberality  on  the  part  of  the 
legislature,  though  still  not  up  to  the  needs  of  the  institution. 

1903- 

University.  Ex.  Station.  Total. 

State    $125.83811  $125.83811 

U.  S 36,565  65  $30  000  00  66,565  65 

Totals   $162,403  76  $30,000  00  $192,403  76 

1905- 

State    $180,321   II  $35.50000  $215,821  II 

U.   S 36.565  65  42,000  00  78.565  65 

Totals   $216,886  76  $77,500  00  $294,386  76 

The  salary  item  of  $40,000  in  1903  was  raised  to  $50,000  in  1905. 
The  president's  salary  had  remained  at  $3,000.  Only  four  professors 
were  receiving  as  much  as  $2,000  each.  At  the  beginning  of  this 
administration  (1902),  the  board  abolished  all  student  fees  except  those 
for  matriculation  and  graduation.  Up  to  1902  the  university  continued 
to  receive  $10,400  a  year  from  the  Fayetteville  and  Washington 
County  bonds.  In  the  r.eadjustment  effected  at  this  time  the  rate 
was  so  reduced  that  the  income  amounted  to  only  $3,930  per  annum. 
Dr.  Hartzog's  term  may  very  fitly  be  called  a  building  administra- 
tion, although  the  greater  part  of  the  actual  work  of  construction  was 
carried  out  under  his  successor.  In  June,  1903,  $25,000  was 
appropriated  for  an  Engineering  Hall,  shops  and  equipment.  Two 
years  later  $8,000  was  added  for  the  completion  of  the  building  which 
now  accommodates  all  engineering  departments.  The  repeated  calls 
for  more  dormitory  room  at  last  bore  fruit  (1905)  in  the  appropriation 
of  $20,000  for  a  boy's  dormitory  and  $35,000  for  a  girl's  dormitory. 
With  these  sums  were  erected  the  buildings  known  as  Gtslj  Hall  and 
Ella  Carnall  Hall.     The  latter  being  for  girls,  was  verv  fitlv  named 


162  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

for  a  popular  teacher  who  had  died  in  the  service  of  the  universit] 
The  same  year  a  new  chemical  building  was  provided  at  a  cost 
$18,000  and  an  infirmary  at  a  cost  of  $5,000.  There  was  also  a| 
appropriation  of  $12,000  for  agricultural  and  horticultural  building 
with  the  stipulation  that  $9,000  should  be  used  at  Fayetteville  an| 
$3,000  at  the  branch  stations.  With  the  former  sum  was  erected  th| 
building  known  as  the  Agricultural  Building.  A  dairy  building  cost 
ing  $5,000  closes  the  list  of  gifts  by  the  legislature  of  1905.  The** 
gymnasium  and  the  geology  building  asked  for  had  to  wait.  There 
were,  however,  other  improvements  in  the  nature  of  a  heating  plant 
for  the  boy's  dormitory  costing  $6,000  and  sanitary  improvements 
costing  $3,844.60.  All  these  things  were  planned  and  provided  for 
during  this  administration,  but  their  realization  was  left  for  another. 

One  of  the  most  noteworthy  things  about  this  administration  was 
the  way  it  dealt  with  the  courses  of  study.  At  the  June  meeting  in 
1902  the  board,  on  motion  of  Trustee  Stroup,  requested  the  faculty 
to  "revise  the  courses  in  such  a  way  as  to  include  a  large  number  of 
electives  and  an  adjustment  of  the  several  departments  to  each  other." 

In  the  faculty  minutes  for  December  16,  1902,  occurs  this  state- 
ment: "There  was  a  discussion  of  the  report  of  the  committee  on 
curriculum."  The  records  do  not  show  the  personnel  of  the  committee 
nor  the  date  of  appointment,  though  it  had  been  named  early  in  the 
fall  and  had  worked  out  its  report  after  frequent  meetings.  I'he  report 
was  debated  in  faculty  meetings  at  intervals  until  March  5.  Only  the 
briefest  references  are  made  to  it  in  the  faculty  minutes,  but  these 
indicate  that  there  were  majority  and  minority  reports,  that  there 
were  two  or  three  sub-committees  and  that  they  presented  reports  and 
substitute  reports.  So  heated  and  prolonged  did  the  discussions 
become  that  the  standing  rule  for  adjournment  at  5  p.  m.  was 
rescinded  until  the  matter  was  settled.  Finally,  on  March  5,  "The 
report  of  the  curriculum  committee  as  amended"  was  adopted 
unanimously.  It  was  in  this  way  that  the  elective  system  now  in 
vogue  at  the  university  was  brought  about.  The  courses  thus  outlined, 
with  minor  changes,  remain  in  force.  A  discussion  of  the  report  as 
adopted  will  be  found  in  the  chapter  on  "Courses  of  Study."  In  1904 
the  courses  were  further  enlarged  by  one  leading  to  the  degree  of 
Bachelor  of  Music. 


THE  ADMINISTRATION  OF  PRESIDENT  HARTZOG.  163 

The  matter  of  entrance  requirements  also  was  debated  at  great 
length  and  a  decision  was  reached  only  a  short  time  before  commence- 
ment. The  plan  adopted  was  based  on  a  system  of  credits,  partly 
constant  and  partly  elective,  which  is  described  elsewhere.  With 
slight  modifications  this  SA'stem  has  been  in  use  ever  since.  In 
February,  1905,  the  faculty  voted  to  join  the  Southern  Association 
tor  uniform  entrance  examinations,  but  the  connection  does  not  seem 
to  have  been  perfected. 

At  times  during  this  administration  the  behavior  of  the  students 
was  not  all  that  could  be  desired.  The  committees  on  discipline 
and  on  doubtful  cases  had  a  good  deal  of  business  on  hand  and 
faculty  meetings  were  frequently  devoted  to  trials.  One  noted  case 
arose  in  1903.  A  student  decided  that  he  would  not  drill.  He  was 
expressly  ordered  to  do  so  by  the  faculty  and  then  suspended  for 
continued  disobedience.  He  then  brought  suit  in  the  circuit  court 
of  Washington  County  praying  for  a  writ  of  mandamus  to  compel 
the  president  and  faculty  to  reinstate  him.  The  faculty  were 
represented  by  Dr.  C.  H.  Brough  as  counsel.  The  opinion  was  deliv- 
ered by  Judge  John  N.  Tillman,  and  he  sustained  the  faculty  at  every 
point.    In  the  course  of  his  opinion  he  said: 

In  this  matter  the  faculty  acted  with  due  caution.  I  believe  that  if,  from  the 
evidence,  the  relator  had  submitted  to  these  extra  drills,  or  if  he  had  shown  a 
conciliatory  or  even  a  tolerant  spirit  instead  of  a  spirit  of  defiance,  he  would  have 
been  excused  from  the  drudgery  of  the  drill.  In  this  situation  I  have  no  doubt 
that  the  president  and  members  of  the  faculty  felt  that  to  allow  the  relator  to 
successfully  dispute  their  authority  would  result  in  a  loss  of  the  respect  of  the 
student  body  and  seriously  endanger  necessary  school  discipline.  In  school  govern- 
ment the  step  from  complete  control  to  anarchy  is  but  a  short  one.  *  *  *  The 
faculty  is  made  up  of  men  and  women  of  sense  and  experience.  They  are  persons 
possessed  of  high  character  and  know  much  more  about  conducting  a  state  uni- 
versity than  does  the  average  lawyer.  Mandamus  can  not  be  invoked^  to  control 
discretion  or  judgment.  Under  the  proof  as  I  view  it,  I  think  it  would  be 
an  inexcusable  act  in  me  to  apply  the  scourge  of  condemnation  to  the  backs  of  a 
score  of  hard  working  and  conscientious  men  and  women  for  doing  that  which 
their  judgment  told  them  was  best  for  the  school.  *  *  *  j  want  to  discourage 
this  character  of  litigation.  A  few  suits  like  this  will  wreck  the  institution  and 
wreck  the  students  who  bring  them. 

The  fraternity  question  entered  what  was  perhaps  its  most  serious 


164  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

phase  the  first  year  of  this  administration  and  continued  to  furnish 
matter  for  debate  throughout  its  entire  duration. 

When  first  established  at  the  University  of  Arkansas  fraternities 
were  treated  with  indifference,  if  not  opposition,  by  most  of  the 
students.  The  mystery  surrounding  the  secret  meetings  and  initiations 
and  the  reserved  bearing  of  the  fraternity  man  in  dealing  with  non- 
fraternity  men  as  compared  with  the  spirit  of  camaraderie  displayed 
toward  his  fellow  members  bred  a  spirit  of  suspicion  and  distrust. 
In  consequence  the  fraternities  had  a  somewhat  hard  fight  at  first, 
but  soon  their  hold  was  secure. 

A  little  more  than  five  years  after  the  first  chapter  of  a  fraternity 
was  established,  a  senior,  on  being  asked  what  single  thing  had 
proved  the  greatest  boon  to  the  university  since  1892,  replied:  "The 
general  interest  taken  in  fraternity  work.  *  *  *  Jt  seems  since  the 
Greek-letter  orders  entered  the  institution  more  animation  has  been 
manifested  in  school  duties,  literary  work,  and  athletics,  and  I  think 
the  success  of  this  magazine  ["The  Ozark"]  is  due  indirectly  to 
fraternity  spirit."  Another  student  expressed  himself  in  like  vein. 
"Since  1890,"  said  he,  "our  students  are  much  more  active  college 
men  than  they  were  before.  The  most  prominent  positions  in  schools 
are  filled  by  fraternity  men.  *  *  *  Then,  too,  the  fraternities  have 
exerted  a  healthful  influence  over  our  social  life.  As  soon  as  a  man 
can  wear  a  fraternity  pin  on  the  lapel  of  his  coat  he  begins  to  walk 
erect  and  carry  himself  with  an  air  that  suggests  one  of  our  newly 
appointed  sergeants  yearning  for  more  worlds  to  conquer.  And  the 
proudest  moment  of  a  new  initiate's  life  is  when  he  can  induce  on 
of  the  girls  to  appear  with  his  badge  on.  Our  fraternity  takes  th 
place  of  home.  If  we  can't  have  home  the  fraternity  is  the  next  best 
thing.  Many  a  boy  has  been  restrained  from  doing  a  mean  deed  by 
his  fraternity  associations." 

Whether  the  increased  activities  referred  to  were  merely  coincident 
with,  or  the  result  of,  the  advent  of  fraternities  the  present  writer  can 
not  say.  A  non-fraternity  man  who  was  at  the  university  at  the  time 
declares  that  the  advent  of  fraternities  marked  the  beginning  of  the 
decline  of  the  literary  societies.  The  claim  of  the  writer  quoted  that 
the  most  prominent  positions  were  held  by  fraternity  men  seems  to 
be  borne  out  by  the  facts.     "The  Ozark"  for  June,  1897,  gives  a  list 


THE  ADMINISTRATION  OF  PRESIDENT  HARTZOG.  165 

of  those  held  by  fraternity  men  and  one  is  led  to  believe  that  there 
were  not  many  more  worth  while.  Unfortunately  those  selected  by 
the  students  were  not  always  beyond  question  the  best  fitted  for  the 
honors.  Another  cause  of  friction  was  the  social  question.  A 
fraternit}'  pin  has  a  charm  for  a  girl  hardly  exceeded  by  that  of  brass  • 
buttons  and  gilt  collars.  In  consequence  the  non-fraternity  men  found 
'  themselves  at  a  social  discount,  not  to  say,  social  pariahs.  Smarting 
under  these  wrongs  and  insults  the  non-fraternity  men  proceeded  to 
organize. 

The  faculty  now  began  to  take  notice.  Their  first  action  (Decem- 
ber 19,  1898)  was  to  confer  with  the  societies  with  a  view  to  getting 
pledges  not  to  initiate  or  pledge  any  student  below  the  sophomore 
class.  All  the  fraternities  at  once  agreed  to  this,  but  the  non-fraternity 
men  at  first  refused.  In  May  the  faculty  adopted  certain  regulations 
of  which  they  asked  and  secured  the  approval  of  the  board  in  June. 
They  were  to  the  eflfect  that,  beginning  with  the  session  of  1899-1900, 
every  matriculate  should  pledge  himself  not  to  join  any  secret  society 
except  such  as  had  the  sanction  of  the  faculty.  No  society  was  to 
receive  such  sanction  until  it  had  promised  not  to  initiate,  pledge,  or 
solicit  any  student  below  the  sophomore  class.  On  the  eve  of 
commencement  some  of  the  fraternities  began  to  "rush"  new 
members,  whereupon  they  were  ordered  to  suspend  all  initiations 
pending  the  action  of  the  board.  The  rules  were  approved  as  passed 
by  the  faculty,  but  the  following  year  the  board  declared  that  one 
who  had  passed  on  his  freshman  studies  could  be  pledged  at  com- 
mencement, though  he  was  not  to  be  initiated  until  the  opening  of 
the  next  term. 

In  1901  the  fight  between  the  fraternities  and  the  non-fraternity 
men  was  carried  to  the  legislature.  Whilst  a  rather  drastic  anti- 
fraternity  bill  was  pending,  the  faculty  declared  that  they  could  not 
assume  any  but  a  strictly  judicial  position  in  regard  to  the  controversy 
and  that  they  must  decline  to  take  any  action  or  give  any  opinion  on 
one  side  or  the  other.  But  at  the  same  time  they  practically  showed 
their  approval  of  fraternities  by  granting  the  prayer  of  certain 
students  for  permission  to  form  themselves  into  an  organization  for 
the  purpose  of  applying  for  a' charter  from  some  national  fraternity. 
The   law   as    passed   \)y  the^  legfislature    prohibited   the   existence   of 


166  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

fraternities  or  Greek-letter  societies  at  the  university.  No  student 
who  was  a  member  of  any  of  the  prohibited  societies  was  to  be 
allowed  to  receive  any  class  honors  or  distinctions  conferred  by  the 
university  or  to  compete  for  any  prize  or  medal  offered  by  the 
university  or  by  any  association  or  individual  or  to  hold  any  rank, 
position  or  office  in  any  organization  of  the  cadets  above  the  grade 
of  second  lieutenant  after  September  1,  1901.  But  any  student  who 
was  a  member  could,  by  filing  with  the  president  a  renunciation  of 
such  membership,  relieve  himself  of  the  penalties  of  the  law.  No 
person  who  was  a  member  of  any  of  the  forbidden  societies  composed 
in  part  of  students,  or  who  attended  or  participated  in  their  pro- 
ceedings, should  be  employed  by  the  board  as  professor,  instructor  or 
teacher  unless  he  filed  a  written  renunciation  with  the  secretary  of 
the  board. 

At  the  opening  of  the  fall  term  the  faculty,  endeavoring  to  enforce 
the  law,  prohibited  all  students  from  attending  the  meetings  of  any 
fraternity  under  penalty  of  suspension  for  a  year.  They  also  announced 
that  students  wishing  to  compete  for  honors  must  comply  with  the 
law  and  that,  in  the  opinion  of  the  board,  a  diploma  was  an  "honor" 
within  the  meaning  of  the  law.  A  form  of  renunciation  was  prescribed 
by  which  the  student  was  to  promise  not  to  affiliate  with,  nor  attend 
the  meetings  of,  nor  contribute  to  the  support  of,  any  fraternity. 

Perplexed  and  dazed,  the  fraternities  were  disposed  for  a  while  to 
accept  this  as  a  death  blow.  While  not  in  sympathy  with  the  law. 
Dr.  Buchanan  believed  that  it  was  the  duty  of  the  faculty  to  attempt 
its  enforcement.  Throughout  the  year  no  fraternities  were  supposed 
to  be  in  existence. 

Such  was  the  situation  when  Dr.  Hartzog  became  president  of  the 
university.  Shortly  after  the  opening  of  the  fall  term  of  1902  persist- 
ent rumors  kept  floating  about  to  the  effect  that  the  fraternities  were 
not  dead,  but  were  existing  sub-rosa.  Some  one  had  found  a  way 
of  explaining  away  the  law  and  suggested  that,  after  all,  fraternities 
were  not  forbidden  outright,  that,  while  the  first  section  of  the  law 
did  prohibit,  the  second  was  permissive,  imposing  as  a  penalty  for 
existence  that  no  member  should  compete  for  any  honor.    The  faculty, 


THE  ADMINISTRATION  OF  PRESIDENT  HARTZOG.  167 

however,   declared   that   their   prohibitory   rules   were   still   in    force, 
though  no  active  steps  were  taken  to  see  that  they  were  observed. 

This  was  due  to  the  fact  that  a  majority  of  the  faculty  had  always 
been  disposed  to  side  with  the  fraternities  and  now  the  president  was 
of  a  similar  disposition.  The  fraternities  now  grew  bolder,  but  did 
not  come  out  into  the  open  for  yet  a  w^hile  longer.  But  the  anti- 
fraternity  men  did  not  relent.  The  feeling  between  the  two  parties 
crew  stronger  and  the  effect  was  felt  in  the  societies  and, even  in  the 
class-room  work.  The  fight  was  carried  to  the  legislature  of  1903, 
and  a  committee  came  up  under  instruction  to  make  a  thorough 
investigation.  They  had  authority  to  send  for  persons  and  papers  in 
securing  evidence.  They  sent  for  many  persons  and  used  up  a  good 
deal  of  paper,  but  their  report  never  was  published.  A  drastic  anti- 
fraternity  bill  was  introduced  in  the  legislature,  but  was  defeated. 

From  this  time  on  the  anti-fraternity  spirit  began  to  wane  and  the 
fraternities  soon  came  out  into  the  open.  No  question  was  raised 
about  the  right  of  their  members  to  secure  diplomas  and  the  custom 
of  graduating  with  distinction  was  abolished,  but  fraternity  men  were 
not  allowed  to  compete  for  prizes.  Such  was  the  situation  at  the  close 
of  this  administration. 

At  the  end  of  the  three  years  the  office  of  the  president  was 
declared  vacant.  Although  of  brief  duration  the  administration  had 
accomplished  much  and  the  university  was  now  fully  launched  on 
its  career  of  rapid  development.  To  Dr.  Hartzog  is  largely  due  the 
credit  of  increased  attendance,  of  larger  appropriations  and  of  bringing 
the  university  prominently  before  the  people  of  the  State. 


CHAPTER  XIII. 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN, 


June  13,  1905,  Judg^e  John  N.  Tillman  was  elected  president  of  the 
university.  Judge  Tillman  was  born  in  Missouri  in  1859,  and  was 
graduated  from  the  L'niversity  of  Arkansas  in  1880.  He  taught  for 
a  few  years  and  then  was  admitted  to  the  bar.  He  held  a  number  of 
pubHc  offices  and  was  serving  as  circuit  judge  at  the  time  of  his 
election.  His  interest  in  the  university  has  been  continuous  since  his 
graduation  and  a  good  part  of  this  time  he  has  had  some  connection 
with  it,  first  as  president  of  the  alumni  association  and  next  as 
trustee.    He  is  the  first  alumnus  to  be  honored  with  the  presidency. 

For  the  second  time  in  the  history  of  the  universit}'  special 
inaugural  exercises  were  carried  out  in  connection  with  the  installation 
of  President  Tillman.  The  time  for  these  exercises  was  fixed  for 
September  20,  1905,  and  invitations  were  issued  to  all  of  the  alumni, 
to  representatives  of  educational  institutions,  to  state  officials  and 
distinguished  public  men.  On  the  appointed  day  a  large  crowd 
gathered  in  the  university  chapel.  The  following  program  had  been 
arranged  and  was  carried  out  with  the  exception  of  the  address  by  Mr. 
J.  C.  South,  who  could  not  be  present : 

Invocation    Rev.  J.   E.   Denham 

For  the  Board  of  Trustees J.  C.  South,  LL.  B. 

For  the  Faculty A.  H.  Purdue,  B.  A. 

For  the  Alumni J.  C.  Marshall.  M.  A. 

For  a  Sister  University William  S.  Sutton,  LL.  D.,  University  of  Texas 

Induction  of  the  President  E.  A.  McCulloch 

Associate  Justice,  Arkansas  Supreme  Court. 

Inaugural  Address President  John  N.  Tillman,  B.  L.  L. 

Professor  Shannon  gave  a  happy  turn  to  his  introductory  remarks 
by  calling  attention  to  the  auspicious  meaning  of  the  word  inaugurate, 
which  had  its  origin   in   the   ceremony  of  inducting  into   office   the 


170  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Roman  augurs,  who  were  men  of  prominence  and  influence.    Touchinj 
the  demands  of  the  faculty  Professor  Purdue  said : 

We  expect  him  (the  president)  to  put  his  life  into  the  University  of  Arkansas. 
We  expect  his  time,  his  energies,  and  his  best  thought  to  be  the  property  of  this 
institution.  We  expect  him  to  go  deeply  into  the  educational  problems  of  our 
country  and  state ;  to  embrace  every  reasonable  opportunity  to  join  in  the  councils 
of  presidents  of  similar  institutions;  to  bring  this  institution  to  the  attention  of 
the  world ;  to  place  it  on  a  broad  and  rational  basis  offering  opportunities  to  its 
students  as  wide  as  the  range  of  human  knowledge,  yet  a  unit  in  organization ;  to 
be  full  of  aggressiveness,  tempered  with  conservatism.  In  short,  we  expect  him  to 
take  the  reins  of  the  institution  and  fearlessly  guide  it  along  the  course  blazed  out 
by  honesty  of  purpose,  soundness  of  judgment,  and  a  sense  of  fairness  and 
equity  to  all. 

In  his  address  the  new  president  bespoke  his  confidence  in  the 
future  of  the  university  and  added  a  word  of  hope  and  cheer  for  every 
phase  of  its  activity.  The  following-  are  some  of  the  more  striking 
passages  of  the  address : 

These  propitious  omens  gratify  every  friend  of  the  university ;  every  friend  of  the 
State.  So  long  as  the  public  school  system,  of  which  the  university  is  the  head, 
merits  the  approval  and  is  granted  the  support  of  the  people,  decay  of  the  common- 
wealth is  impossible  and  progress  certain.  A  state  is  just  as  strong  as  her  schools — 
no  stronger.  Her  position  among  her  sisters  is  determined  by  her  attitude  toward 
her  institutions  of  learning.  If  they  flourish,  she  advances.  If  they  decay  for  lack 
of  support,  the  state  will  decay  for  lack  of  manhood  and  womanhood. 

It  was  my  pleasure  in  boyhood  to  see  this  hall  rise,  brick  by  brick,  until  it 
stood  forth  in  finished  grandeur,  a  thing  of  beauty  and  majesty.  Here  we  hope 
she  will  stand  forever,  in  the  shadow  of  her  oaks,  proudly  facing  the  morning. 

The  dearest  privilege  and  highest  honor  that  ever  came  to  me,  are  mine  at  this 
hour;  the  privilege- and  the  honor  of  presiding  at  an  institution  in  whose  chapel, 
corridors  and  class  rooms,  so  many  of  the  happy  years  of  my  youth  were  spent. 
Every  man's  heart  is  filled  with  tender  sentiment  towards  the  home  and  the  school 
of  his  boyhood.  No  good  man  will  raise  his  hand  against  either.  Propriety,  yes 
duty,  thunders  at  every  alumnus  this  command :  "Taint  not  thy  mind  nor  let  thy 
soul  contrive  against  thy  mother  aught,"  and  the  command  is  never  disobeyed  by 
the  true  alumnus. 

All  that  I  am,  the  little  that  I  have  accomplished,  I  owe  to  this  institution,  and 
duly  mindful  of  this  fact,  I  here  and  now  pledge  myself,  my  energies,  my  ambitions, 
my  mind  and  my  soul  to  her  service. 

The  same  day  on  which  the  new  executive  was  chosen  the  board 
adopted  a  report  submitted  by  Trustee  Stroup  as  chairman  of  the 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN.  171 

committee  on  rules,  in  which  the  duties  of  the  president  were  defined. 

He    was    denominated    the    executive    head    of    the    university    and 

j   was    directed    to    secure    efficiency    in    all    departments,    an    orderly 

1   and  economical  administration,  and  healthful  development  in  all  the 

affairs  of  the  university.    He  was  required  to  preside  at  all  meetings 

of  the  faculty,  to  vote  on  all  questions,  and  to  ser\  e  as  the  organ  of 

communication  between  the  facult)"  and  the  board,  and  also  in  all 

matters  of  appeals  from  students.    He  was  authorized  to  fill  vacancies, 

!   but  such  appointments  were  to  be  valid  only  until  their  sanction  was 

I  secured  or  another  appointment  was  made  by  the  executive  committee. 

A  year  later  he  was  authorized  to  suspend  any  teacher  for  gross 

I   immorality  or  neglect  of  duty,  the  teacher  so  suspended  being  given 

■    the  right  of  appeal  to  the  board.     In  June,  1907,  the  president  was 

'    given  the  right  of  veto  on  any  action  of  the  faculty  which  he  deemed 

unfair  or  unjust  to  any  department  or  not  for  the  best  interests  of 

the  university.    The  extent  of  the  president's  powers  was  made  a  little 

more  definite  in  1908  by  the  statement  that  he  should  have  supervisory 

control  over  all  departments  of  the  university  and  the  experiment 

station  with  power  of  removal.     In  case  of  the  exercise  of  the  power 

:   of  removal  he  must  inform  the  board  at  once.     If  the  governor  thinks 

the  action  unwarranted,  he  is  required  to  call  the  board  immediateh-. 

The  faculty  was  defined  as  composed  of  the  president,  the  deans 

of  the  law  and  medical  departments,  the  director  of  the  experiment 

station,  the  commandant,  the  heads  of  departments  or  the  ranking 

professors  therein  and  the  principal  of  the  preparatory'  department. 

The  faculty  as  thus  constituted  was  authorized  to  add  to  its  own 

membership  out  of  the  instructional  force  by  election.     The  ranking 

professor  in  each  department  was  designated  the  head  thereof  and  was 

declared  responsible  for  the  quality  and  efficiency  of  the  work  therein. 

The  commandant  was  required  to  teach  military  tactics,  to  appoint 

all  cadet  offices  subject  to  the  approval  of  the  president,  to  execute 

all  orders  issued  by  the  president,  and  to  aid  the  president  in  the 

enforcement   of  discipline.      Xo  professor  or  instructor   was   to   be 

absent  from   duty  nor  to  be   employed   in   any   work   not   naturally 

!    within  the  scope  of  his  duties  without  the  consent  of  the  board.    All 

teachers   were   to   be    employed    for   one    year   and    were    to   be   in 

attendance  at  the  university  from  September  1  to  July  1.    They  were 


172  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

expected  to  attend  the  National  Educational  Association  and  the 
Arkansas  State  Teachers'  Association  occasionally,  and  such  others 
as  the  president  should  determine. 

Few  changes  were  made  in  the  personnel  of  the  faculty  at  the 
beginning  of  this  administration.  W.  A.  Ramsey  became  the  principal 
of  the  preparatory  department  and  A.  A.  Steel  was  added  to  the 
department  of  geology  and  mining  as  associate  professor,  and  Antonio 
Marinoni  became  associate  professor  of  Romance  languages.  Dr. 
Muckenfuss  resigning  in  the  summer,  was  succeeded  in  the  department 
of  chemistry  by  Dr.  C.  G.  Carroll,  who  came  from  the  Southwestern 
University.  On  the  resignation  of  Professor  Carr  in  1906  Professor 
E.  F.  Shannon,  who  had  been  with  the  university  for  several  years, 
was  made  head  of  the  department  of  English.  At  the  same  time 
Professor  Marinoni  became  head  of  the  newly  created  department  of 
Romance  languages  and  Joachim  Reinhardt  came  from  the  Eastern 
College  of  Virginia  to  take  charge  of  the  department  of  Germanic 
languages.  The  following  year  he  was  succeeded  by  Max  Lentz, 
and  Carroll  F.  Armstead  became  commandant  in  place  of  Ernest 
Given  Howe,  who  had  served  in  that  capacity  for  1906-07.  At  the 
same  time  Heinrich  Schapper,  who  had  been  with  the  university  since 
1904,  became  head  of  the  newly  created  department  of  physics.  The 
following  year  he  was  succeeded  by  G.  E.  Ripley.  Miss  Yates  having 
resigned  from  the  conservatory  of  music  and  arts,  H.  D.  Tovey 
became  director  in  her  stead.  In  1909  Professor  Shannon  secured  a 
two-years'  leave  of  absence,  the  law  forbidding  such  having  been 
repealed  the  previous  winter,  during  which  time  the  department  of 
English  is  to  be  in  charge  of  O.  D.  Wannamaker.  The  same  year 
Lieutenant  Robert  D.  Carter  took  charge  of  the  department  of  military 
science  and  tactics. 

A  number  of  changes  have  also  been  made  in  the  College  of  Agri- 
culture and  the  experiment  station  staff.  Professor  Cole  having  been 
made  professor  of  agriculture  in  1905,  Robert  W.  Wade  became 
agriculturist  of  the  station  and  Charles  F.  Adams  was  added  as 
entomologist  and  Joseph  Lee  Hewitt  as  assistant  horticulturist.  In 
1906  Wilfred  Lenton  was  added  as  veterinarian,  Carl  H.  Tourgee  as 
assistant  dairy  husbandman,  and  Rufus  J.  Nelson  took  charge  of  the 
branch  stations  as  field  agent.     The  following  year  C.   P.  Norgord 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN.  173 


I  succeeded  Professor  Wade  as  agriculturist  of  the  station  and  professor 

I  of  agronomy  in  the  College  of  Agriculture.     In  February,  1908,  R.  J. 

I  Nelson  succeeded   G.   A.   Cole  as   professor   of   agriculture   and   the 

;  following   summer    W.    M.    Bruce    succeeded    Professor    Norton    as 

!  chemist  and  Martin  Nelson  succeeded  Professor  Norgord.     In  June, 

1909,  Dr.  R.  R.  Dinwiddie  announced  his  desire  to  retire  and  A.  K. 

•  Short,  who  had  served  two  years  as  adjunct,  was  put  in  charge  of 

;  the  department  of  animal  pathology-.     The  department  of  vegetable 

pathology  was  created  and  J.   L.  Hewitt  was  put  in  charge.     The 

following  table  will  illustrate  graphically  the  growth  in  the  instruc- 

I  tional  force : 

j  1904-1905  1905-1906  1908-1909 

'The  Colleges  Arts    Tech.        Arts     Tech.     Agri.         Arts     Tech.     Agri. 

'  Professors    12  3  12  3  2  14  3  8 

Associates    3  0  3  o  o  5  2  o 

.\djuncts    2  I  2  2  o  3  2  5 

Instructors    o  3  3  3  7  3  2  o 

Totals    17  7  20  8  9  25  9  13 


11 


Total  for  Colleges 24  37  47 

Conservatory    6  6  10 

Preparatory    10  lO  1 1 

Station    6  8  13 

Totals  at  Fayetteville.. .  4^)  5i  9© 

Counted  Twice   2  8  12 

et  Totals   44  43  78 

Medicine    25  31  33 

Law    15  13  16 

Branch  Normal  10  10  10 

Grand  Totals  96  97  ^37 


174  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  rapid  growth  in  attendance  is  illustrated  by  the  following 
table : 

1904-5  1905-6  1908-9 
Collegiate. 

Arts    and    Science 170  220  370 

Engineering    127  129  155 

Agriculture    10  13  13 

Special  and  short  course.  ...     74  136  82 

Total  Collegiate   381  498  620 

Conservatory    19  26  36 

Preparatory    410  548  361 

Unclassified 114 

Total  at  Fayetteville 810  1071  1133 

Medical    212  171  171 

Law    42  46  65 

Branch  Normal  206  240  300 

Grand  Totals  1270  1528  1669 

There  has  been  a  decline  in  students  at  Fayetteville  in  the  prepara- 
tory grades  and  it  has  been  continuous  since  1905-06,  though  it  was 
not  really  noteworthy  until  1908-09.  Two  causes  probably  have 
contributed  to  this  result.  One  is  the  improvement  in  the  high 
schools  of  the  State  and  the  other  is  the  continued  agitation  for  the 
abolition  of  the  preparatory  department,  which  finally  resulted  in 
an  announcement  in  1908  that  such  would  be  done.  The  increase  in 
collegiate  students  has  been  altogether  gratifying. 

The  appropriations  have  grown  some,  but  not  at  a  pace  sufficiently 
rapid  to  be  altogether  satisfactory.  By  act  of  March  16,  1906,  known 
as  the  Adams  act,  the  Federal  appropriation  for  the  experiment 
stations  was  increased  $5,000  for  the  year  ending  June  30,  1906,  and 
$2,000  annually  thereafter  until  the  increase  reaches  $15,000,  making 
the  total  Federal  funds  for  the  station  $30,000  a  year.  By  the  Nelson 
act  of  March  4,  1907,  congress  provided  for  an  annual  increase  of 
$5,000  in  the  federal  fund  beginning  with  the  year  ending  June  30, 
1908,  and  extending  over  five  years  so  as   ultimately  to  make  the 


^  4 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN 


175 


federal  appropriation  for  the  university  amount  to  $50,000.  The 
appropriations  for  the  two  biennial  periods  of  this  administration 
were  as  follows : 

1907 

University.  Ex- Station.  Totals. 

State   $194,590.00  $35,200  $229,790.00 

U.  S 25.454.54  50.000  75,454-54 

Totals   $220044.54  $85,200  $314790.00 

1909 

State  $219,915.00        $  55,900        $275,815.00 

U.  S 36,727.27  54,000         96,727.27 

Totals  ...$256,642.27  $109,900  $366,542.27 

Less  items  vetoed ... .     31,000.00  19.000  50.000.0D 

Net  totals   $225,642.27  $  90,900  $316  542.27 

In  addition  to  the  above  sums  the  university  enjoys  a  considerable 
revenue  from  the  matriculation  fee,  which  is  $10.00  for  each  student. 
Up  to  1907  the  income  from  the  endowment  was  $3,930  per  annum. 
In  the  adjustment  with  Fayetteville  that  year,  $9,000  was  left 
uninvested,  consequently  the  annual  income  was  reduced  to  $3,480. 

The  total  federal  appropriation  for  the  university  for  each  of  the 
two  years  was  $35,000  and  $45,000,  of  which  three-elevenths  goes  to 
the  branch  normal  at  Pine  BluflF.  The  vetoes  are  to  be  explained 
in  this  way.  After  looking  over  the  financial  situation,  the  governor 
became  convinced  that  the  legislature  was  appropriating  more  money 
than  the  state's  revenue  would  supply.  Having  reached  this  decision 
before  signing  the  experiment  station  bill,  he  called  the  board  of 
trustees  together  and  consulted  with  them  in  regard  to  what  items 
could  be  sacrified  with  the  least  injury.  The  result  was  that  they 
agreed  to  cutting  out  $19,000.  The  university  bill  had  already  been 
signed,  but  this  was  gone  over  and  $31,000  was  set  aside  which  the 
trustees  ageed  not  to  use  and  to  return  to  the  state  treasury.  Besides 
the   above   sums   there   was   in    1907   a   legislative    appropriation   of 


176  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

$55,630.31  to  cover  deficiencies.  The  two  largest  items  were  $26,300 
for  salaries  and  $21,688.81  to  pay  the  balance  due  on  contract  for  work 
on  and  materials  used  in  constructing  the  six  buildings  provided  for 
in  the  act  of  1905. 

The  salary  deficiency  had  been  running  for  several  years  and 
originated  in  the  following  way.  The  Barker  act  of  1887  had  fixed 
the  salaries  of  the  president  and  faculty,  but  the  act  of  1891  had 
repealed  this  and  directed  that  the  salaries  be  fixed  by  the  board  of 
trustees.  After  inserting  this  section  from  the  act  of  1891  the 
compilers  of  Sandel  and  Hill's  Digest  followed  it  by  the  contradictory 
act  of  1887,  which  had  fixed  the  salaries  by  law.  When  the 
appropriation  bill  of  1903  was  drawn  up  it  contained  an  item  of  $65,000 
for  salaries,  all  of  which  was  needed  to  cover  the  salaries  then  paid. 
When  the  bill  was  under  discussion  in  committee  of  the  whole  Mr. 
Barker,  who  was  a  member  of  the  legislature  of  1903,  read  his  section 
from  the  act  of  1887  and  said,  "That  is  the  law."  He  then  read  a  list 
of  the  salaries  paid  at  the  university  and  declared  that  the  board  was 
violating  the  law.  With  that  as  a  preface  he  moved  that  nearly  half 
the  item  be  stricken  from  the  bill.  The  friends  of  the  university  in 
the  house  were  disconcerted  and  really  did  not  know  what  line  of 
defense  to  follow.  The  result  was  a  salary  item  of  only  $40,000.  But 
the  trustees  did  not  reduce  salaries.  Instead  they  simply  drew  upon 
the  fund  until  it  was  exhausted  and  then  waited  until  the  new 
appropriation  was  available.  The  result  was  that  by  1907  a  salary 
deficiency  of  $26,300  had  accumulated.  President  Tillman  then 
decided  that  the  time  had  come  to  square  accounts  and  secured  the 
passage  of  a  deficiency  bill,  though  not  without  considerable 
opposition.  This  opposition  to  the  salary  item  was  due  to  the  same 
misapprehension  of  the  law  as  had  prevailed  in  1903,  but  President 
Tillman,  who  had  written  the  law  .of  1891,  was  present  and  fully 
prepared  to  explain  the  situation.  Opposition  to  the  item  for  the 
contractors  was  based  on  the  supposition  that  it  was  for  extra  work. 
In  reality  it  was  due  to  the  fact  that  the  board  had  accepted  from  the 
architects  plans  for  buildings  which  could  not  have  been  built  within 
the  appropriation. 

The  College  of  Arts  and  Sciences  has  expanded  during  this 
administration  by  the  creation  of  three  new  departments  by  separating 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN.  177 


the  work  naturally  belonging  to  them  from  others  to  which  it  had 
been  attached  by  an  unnatural  alliance,  and  by  additions  to  several 
of  the  departments  already  existing.  In  1906,  after  a  long  series  of 
recommendations  to  that  effect,  the  department  of  English  was 
relieved  of  the  burden  of  modern  languages  and  two  new  departments 
were  created,  that  of  Romance  languages  and  that  of  Germanic 
languages.  A  year  later  physics,  after  years  of  subordination  to 
different  departments,  was  finally  separated  from  its  last  master, 
electrical  engineering,  and  given  independence.  Several  of  the  depart- 
ments, notably  English,  mathematics,  history  and  political  science, 
economics  and  sociology,  were  strengthened  by  the  addition  of 
associates  and  instructors  of  scholarship  and  experience. 

One  of  the  more  noteworthy  acts  of  the  first  year  of  this 
administration  was  the  organization  of  the'  College  of  Agriculture. 
The  legislature  of  1905  had  directed  that  courses  of  study  in 
agriculture  should  be  instituted  in  connection  with  the  experiment 
station,  but  the  board  adjourned  without  making  any  provision  of 
the  kind.  It  was  then  left  to  the  new  president,  acting  in  conjunction 
with  the  director  of  the  experiment  station,  to  carry  out  the  wishes 
of  the  legislature  and  this  they  did  in  the  College  of  Agriculture,  the 
instructional  force  of  which  was  supplied  for  the  most  part  by  the 
station.  The  following  year,  when  the  organization  had  been 
thoroughly  perfected,  the  departments  of  horticulture  and  agriculture 
were  separated  entirely  from  the  College  of  Liberal  Arts  and  Sciences, 
with  which  they  had  been  associated  up  to  this  time. 

The  experiment  station  staff  has  been  more  than  doubled.  In 
1904-05  there  were  six  men  on  the  staff;  in  1905-06  there  were  eight; 
in  1909  there  were  thirteen. 

Another  advance  hardly  second  in  importance  to  this  was  taken 
in  1909  in  the  appointment  of  a  professor  of  secondary  education. 
The  president  had  been  working  to  this  end  for  some  time  and  was 
glad  to  announce  that  it  had  been  made  possible  by  the  General 
Education  Board  after  a  visit  to  the  university  by  its  secretary.  Dr. 
Wallace  Buttrick.  For  the  present  at  least  it  is  not  intended  that 
the  holder  of  this  position  shall  reside  at  the  university  and  give 
instruction.  His  chief  service  will  be  to  visit  the  high  schools  of  the 
State  with  a  view  to  conferring  with  the  principals  and  helping  them 


IM 


178  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

to  raise  their  standards  and  equipments  and  to  assist  in  the  establish- 
ment of  such  schools  where  not  found  at  present.  He  will  work  in 
harmony  with  the  committee  on  accredited  schools  and  it  is  expected 
that  this  will  bring  about  a  closer  relationship  between  the  university 
and  the  public-school  system  of  the  State. 

Directly  in  line  with  this  work  comes  the  abolition  of  the 
preparatory  department.  Early  in  the  year  1908-09  the  faculty  voted 
to  abolish  the  A  class  after  June,  1909,  and  announced  that  the 
sub-freshman  class  would  follow  it  as  soon  as  the  condition  of  the 
secondary  schools  in  the  State  would  warrant  such  action.  At  that 
time  it  was  not  known  that  a  professor  of  secondary  education 
would  be  secured.  The  legislature  of  1909  then  took  up  the  matter, 
and  on  the  recommendation  of  the  president,  fixed  the  time  for  its 
discontinuance  at  June,  1911. 

In  1908  the  department  of  physical  culture  and  athletics  was 
created  and  the  director  was  made  a  member  of  the  faculty.  This 
was  done  in  pursuance  of  a  policy  designed  to  put  athletics  on  a 
higher  plane  and  to  eventuate  in  a  department  of  physical  culture 
with  a  commodious  gymnasium. 

No  revolutions  in  the  courses  of  study  have  characterized  this 
administration,  though  several  changes  of  importance  have  been  made. 
The  B.  S.  degree  was  dropped  in  1908  and  mathematics  ceased  to  be 
a  required  subject.  At  the  same  time  the  requirements  for  graduation 
in  the  arts  and  science  courses  were  raised  to  sixty-four  periods. 
A  highly  specialized  course  leading  to  the  B.  S.  in  Physics  was  also 
introduced  this  year,  and  in  the  technical  school  a  course  leading  to 
the  B.  S.  in  Cement  Engineering.  Although  the  legislature  had  made 
no  appropriation  for  such  work,  the  president  and  faculty  decided 
to  inaugurate  a  summer  session  in  1910.  It  is  intended  primarily  for 
teachers  in  the  common  and  high  schools.  If  successful  and  supported 
by  the  legislature,  it  will  become  a  permanent  feature  and  regular 
college  work  will  be  offered. 

An  important  step  was  taken  in  the  spring  of  1909  when  the  faculty 
voted  to  raise  the  entrance  requirements  one  unit  each  year  until  they 
reach   fourteen.     The   faculty  were   not   unanimous   in   making  this 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN.  179 

decision.  Those  opposed  stated  that  they  did  not  believe  the  condition 
of  the  secondary  schools  would  justify  it.  But  when  the  decision 
was  reached  all  cheerfully  acquiesced. 

In  his  very  first  report  the  new  executive  boldly  took  up  the 
subject  of  tenure,  declaring  that  there  was  a  "hurtful  unrest  among 
the  professors  and  instructors  because  of  a  general  feeling  among 
them  that  their  tenure  is  insecure.  In  consequence  of  this  they  are 
constantly  looking  out  for  employment  elsewhere  and  often  secure  it, 
thereby  forcing  us  to  be  constantly  taking  up  new  and  untried  men. 
I  am  convinced  that  a  longer  and  more  certain  tenure  should  be 
secured  for  officers  and  employes.  A  strong  man  or  woman  will  build 
up  a  following  among  students,  and  the  longer  this  teacher  remains, 
the  larger  this  following  will  be..  The  students,  when  they  go  out 
into  the  State,  will  take  more  interest  in  the  university  if  their 
favorites  continue  as  members  of  the  faculty  than  they  will  if  strangers 
take  their  places." 

This  produced  no  immediate  eflfect,  but  in  1907  the  board  rescinded 
the  rule  that  teachers  should  not  be  elected  until  after  commencement 
and  proceeded  to  elect  the  president  for  a  term  of  five  years  and  the 
director  of  the  experiment  station  and  the  heads  of  departments  for 
four. 

m  On  the  question  of  salaries  there  has  been  some  advance,  though 
Bie  situation  is  not  yet  satisfactory.  The  president's  salary  was  raised 
"o  $4,000  in  1907  and  that  of  the  director  of  the  experiment  station  to 
83,000,  though  the  latter  has  since  been  reduced  to  $2,500.  Most  of 
the  heads  of  the  departments  have  been  raised  to  $2,000  and  the 
associates  and  other  instructors  range'  from  $1,800  down.  In  1909 
a  serious  effort  was  made  in  the  board  to  go  beyond  $2,000  and  it 
probably  would  have  succeeded,  had  it  not  been  feared  that  the  funds 
would  not  warrant  such  increase  after  the  board  had  agreed  with 
the  governor  not  to  call  on  the  state  treasurer  for  $31,000  of  the  sum 
appropriated  by  the  legislature. 

In  the  matter  of  buildings  this  administration  has  done  but  little 
more  than  carry  out  the  work  provided  for  by  the  legislature  of  1905. 
Not  content  with  this  a  strong  appeal  was  made  to  the  legislature 
of   1907   for   buildings    for   geology   and   the    museum,   for   physics. 


180  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Y.  M.  C.  A.  and  Y.  W.  C.  A.,  and  gymnasium,  library,  auditorium, 
textile  school,  shops,  observatory,  dormitory,  and  power  and  light 
plant,  the  total  to  cost  $420,000.  Either  because  staggered  by  this 
sum  or  because  of  a  feeling  that  the  work  of  1905  was  enough  for  a 
season  the  legislators  refused  everything.  The  desperate  condition  of 
the  department  of  physics  caused  the  board  to  appropriate  $1,000 
for  a  temporary  building,  but  this  was  destroyed  by  fire  in  the  fall 
of  1909.  In  1909  only  three  buildings  were  asked  for,  a  library  and 
auditorium,  a  building  for  geology,  mining,  physics,  and  the  museum, 
and  one  for  the  Christian  associations,  the  armory  and  gymnasium, 
but  again  the  legislature  gave  nothing  for  buildings. 

Two  explanations  may  be  offered  for  this.  The  state  treasury  was 
already  threatened  with  a  deficit  and  the  legislature  was  growing 
a  little  inclined  to  econom}^  But  more  important  than  this  was  the 
agitation  for  the  removal  of  the  university  to  Little  Rock.  A  bill 
having  this  end  in  view  was  pending  in  the  senate  and  finally  passed, 
but,  after  having  created  a  good  deal  of  uneasiness  among  the  friends 
of  the  university  at  its  present  location,  it  failed  in  the  house. 

One  of  the  first  acts  of  the  administration  was  to  change  the  policy 
of  ignoring  the  fraternities.  At  the  very  opening  of  the  fall  term 
in  1905  the  prohibitory  rules  were  repealed  and  new  rules  and 
regulations  were  adopted.  These  provided  that  no  one  should  be 
initiated  into  any  secret  society  until  officially  informed  by  the 
recorder  of  grades  that  all  work  required  for  admission  had  been 
completed  and  also  fifteen  hours  of  freshman  work  for  one  term.  Any 
secret  organization  violating  this  rule  should  forfeit  its  right  to  exist. 
It  was  also  provided  that  keeping  liquor  stored  in  any  chapter  house 
or  allowing  drinking  therein  should  work  forfeiture.  A  bill  was 
formulated  repealing  the  anti-fraternity  law  and  the  faculty  requested 
the  legislature  to  pass  it,  but  the  law  is  still  on  the  statute  books. 

One  case  of  discipline  has  occurred  under  rules  last  adopted.  In 
February,  1907,  a  sorority  was  found  guilty  of  violating  the  rule 
about  initiations  and  was  ordered  to  disband.  At  the  June  meeting 
the  board  requested  the  faculty  to  allow  the  society  to  reorganize, 
stating  that  they  approved  of  the  action  of  the  faculty,  but  that  they 
believed  the  guilty  ones  had  been  sufficiently  punished.     The  faculty 


THE  ADMINISTRATION  OF  PRESIDENT  TILLMAN.  181 

acquiesced  in  this  request  and  the  sorority  was  allowed  to  resume 
operations.    Since  then  there  have  been  no  more  troubles  of  this  kind. 

The  law  as  it  now  stands  and  as  it  is  interpreted  undoubtedly  is  a 
most  unfortunate  compromise.  The  present  policy  of  the  university 
is  to  treat  the  fraternities,  not  as  pariahs,  but  as  useful  adjuncts  in 
realizing  the  best  results  from  college  life.  When  they  come  together 
in  chapter  houses,  as  some  are  doing,  they  need  intelligent  and 
sympathetic  supervision.  There  may  have  been  some  unwise  partici- 
pation on  the  part  of  some  members  of  the  faculty  in  the  fraternities 
and  the  law  did  well  to  prohibit  this,  if  it  could  not  have  been  prevented 
otherwise,  but,  as  the  law  stands,  it  practically  makes  impossible 
efficient  supervision  by  the  faculty.  Rules  may  be  laid  down  and 
penalties  may  be  inflicted  for  their  violation,  but  that  is  not  enough, 
if  the  chapter  houses  are  to  make  any  approach  toward  standing  as 
a  temporary  substitute  for  the  home. 

Another  most  unfortunate  result  is  the  position  of  the  fraternity 
man  with  respect  to  honors  and  distinctions.  It  tends  to  deaden 
his  ambition  and  sometimes  throws  a  prize  into  less  capable  hands. 
Occasionally  prizes  have  not  even  been  awarded  because  there  were  no 
contestants.  Though  the  literar}^  societies  are  doing  moderately  well, 
they  probably  suffer,  for,  however  earnest  and  loyal  the  fraternity 
man  may  be  in  his  literary  work,  he  can  never  realize  a  laudable 
ambition  to  represent  his  society  in  public.  The  college  magazine 
died  with  the  advent  of  the  anti-fraternity  law.  Whether  there  was 
any  connection  between  the  two  the  writer  can  not  say. 

In  spite  of  the  disadvantages  under  which  they  labor  most  of  the 
fraternity  men  have  not  lost  interest  in  scholarship  and  good  conduct. 
In  a  few  instances  they  have  aided  in  the  maintenance  of  discipline 
by  taking  their  own  members  in  hand  and  dealing  with  them  before 
it  became  absolutely  necessary  for  the  university  authorities  to  do 
so.  Some  of  them  take  a  special  interest  in  their  freshmen  and 
endeavor  to  start  them  on  the  road  to  scholarship  and  good  character. 
For  a  time  there  was  a  tendency  to  give  too  much  time  to  dances  and 
other  social  functions,  but  this  has  been  checked  by  friendly 
admonitions  from  the  president  and  a  few  restrictive  rules. 


182  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Happily  the  bitterness  of  strife  between  the  fraternity  and  the 
non-fraternity  men  has  passed  away.  At  this  writing  a  movement 
is  on  foot  among-  the  non-fraternity  men  to  ask  the  legislature  to 
repeal  the  anti-fraternity  law. 

The  advent  of  President  Tillman  marked  a  change  in  the  method 
of  discipline  which  has  brought  commendable  results.  Down  to  this 
time  practically  all  cases  of  misconduct  on  the  part  of  students  were 
brought  before  the  faculty.  In  his  inaugural  President  Tillman 
intimated  that  the  discipline  in  the  future  would  be  vigorously 
enforced  under  his  personal  direction  and  the  intimation  has  been 
carried  out.  Practically  the  whole  matter  is  now  controlled  by  the 
president  and  the  commandant.  The  faculty  is  rarely  called  to 
consider  such  cases  and  their  meetings  have  become  far  less  frequent. 
In  consequence  it  is  possible  for  them  now  to  devote  their  time  in 
faculty  meetings  to  the  discussions  of  the  larger  problems  of 
university  organization  and  government. 


ili 


CHAPTER  XIV. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES. 


I.     Entrance  Requirements. 

y  October  2.  1871,  the  committee  appointed  to  visit  the  universities 
of  Michigan  and  Illinois  made  their  report.  From  this  it  appears 
that  the  committee  was  more  favorably  impressed  with  the  course 
of  study  in  Michigan,  where  there  were  no  optional  studies  and  each 
student  was  required  to  labor  a  certain  amount  of  time. 

This  was  the  beginning  of  a  conflict  of  ideals  which  required  time 
for  settlement.  The  question  of  optional  studies,  except  as  made 
possible  by  a  variety  of  prescribed  courses,  was  settled  in  the  negative 
until  within  recent  years.  The  question  of  the  relative  importance  of 
agricultural  and  mechanical  courses  on  the  one  hand  and  of  the  arts 
courses  on  the  other  was  one  of  constant  recurrence.  At  times 
one  was  designedly  put  forward,  at  other  times  attempts  were  made 
to  give  the  other  first  place.  Bearing  this  in  mind  the  reader  can 
better  appreciate  the  changes  in  courses  of  study  and  the  degrees 
offered.  In  the  earlier  days  the  general  policy  of  the  institution  in 
this  matter  was  governed  by  the  board,  sometimes  at  the  dictation  of 
the  legislature,  sometimes  at  the  suggestion  of  the  faculty.  For  many 
years  the  faculty  has  taken  the  lead  in  matters  of  educational  policy, 
with  only  occasional  interference  by  the  board.  In  1873  the  executive 
committee  was  authorized  to  "make  the  necessary-  changes  or 
modifications  in  the  course  of  study  and  adopt  suitable  text  books," 
but  the  details  were  generally  worked  out  by  the  faculty. 

During  the  first  year  ending  June  28,  1872,  there  were  no  collegiate 
students.  The  conditions  prescribed  for  admission  to  freshmen  in  the 
fall  of  1872  were  "a  satisfactory  examination  in  reading,  spelling, 
penmanship,  algebra  to  equations  of  the  second  degree,  English 
grammar,  geography,  arithmetic,  Harkness'  Introductory  Latin  Book, 
and  Harkness'  Latin  Reader,  or  their  equivalents."  Candidates  must 
also  be  of  gfood  moral  character  and  not  under  fourteen  vears  of  age. 


186  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

This  statement  remained  unchanged  until  the  announcements  were 
made  for  1877-8.  It  was- then  identical  with  the  above  except  for  the 
omission  of  Latin.  As  Caesar  was  prescribed  in  the  freshman  year 
of  the  classical  course,  the  presumption  is  that  the  candidate  for  this 
course  must  still  present  elementary  Latin,  while  candidates  for  other 
courses,  agriculture,  commerce,  normal  and  engineering,  were 
admitted  on  other  subjects.  It  was  announced  that,  beginning  with 
September  1,  1879,  freshmen  would  not  be  required  to  present  or 
study  Greek,  but  this  decision  seems  to  have  been  reconsidered,  for 
the  next  year  two  books  of  Xenophon  were  required  of  classical 
students,  as  well  as  two  books  of  Caesar. 

Beginning  with  the  fall  of  1880  something  additional  was  required 
in  some  of  the  courses  other  than  classical,  where  the  ancient  languages 
were  omitted,  but  this  was  not  always  true.  Students  in  the  course 
in  Latin  letters  presented  the  same  as  the  classical  students  except 
that  they  omitted  Greek.  In  the  modern  language,  scientific,  civil, 
and  mining  engineering  courses  United  States  history  was  required 
and  "French  and  German  as  required  in  the  A  and  sub-freshman 
classes,"  though  it  is  difficult  to  determine  just  what  that  was. 
Candidates  for  the  course  of  English  letters  had  to  present  United 
States  history  only,  while  the  agricultural  student  had  to  prove  himself 
able  to  enter  the  scientific  course,  except  that  French  was  not 
obligatory.  Only  "the  common  English  branches"  were  required  of 
candidates  for  the  normal.  At  first  candidates  for  this  course  were 
required  to  pledge  themselves  to  teach  two  years,  but  this  was  declared 
repealed  in  1878.  In  1877  it  was  announced  thkt  no  student  under 
sixteen  would  be  admitted  to  the  normal  department,  but  two  years 
later,  on  motion  of  Trustee  Gregg,  the  age  limit  was  reduced  to 
fourteen. 

Between  this  time  and  1885  the  published  requirements  showed 
no  advance  of  consequence,  but  we  must  believe  that  there  was  a 
toning  up  in  the  application  of  the  tests  for  admission.  For  some 
reason  there  was  a  decrease  in  the  number  of  collegiate  students.  The 
legislative  committee  of  1885  thought  that  the  main  reason  for  this 
was  the  fact  that  the  grade  had  been  considerably  advanced.  They 
were  of  the  opinion  that  "the  requirements  for  entrance  into  the 
college  classes  might  be  reduced  so  as  to  admit  in  the  freshman  class 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  187 

the  sub-freshman,  which  would  merely  double  the  number  of  students 
in  college  classes."  Pursuant  to  this  recommendation  the  legislature 
resolved  that  the  board  be  "requested  to  lower  the  course  of  study 
in  the  collegiate  department  to  its  former  standard." 

Colonel  Edgar,  the  president,  now  submitted  a  series  of  questions 
to  the  faculty,  one  of  which  was  whether  entrance  requirements  should 
be  lowered  so  as  to  include  the  sub-freshman  class  in  freshman.  Most 
of  the  faculty  advised  against  it,  though  Professor  Conrad,  whose  stiff 
courses  had  been  the  chief  cause  of  complaint,  recommended  the 
change,  saying  that  the  State  was  not  prepared  to  sustain  the  standard 
they  had  set.  A  sort  of  compromise  was  effected  by  making  no 
statement  whatever  concerning  requirements  for  the  next  two  years, 
but  at  the  end  of  that  time  the  requirements  were  raised  by  the 
addition  of  three  books  of  plane  geometry,  and  also  Latin  was  required, 
if  the  course  selected  embraced  that  study.  No  attempt  whatever  was 
made  to  equalize  the  requirements  for  admission  to  the  different 
courses. 

In  1891,  for  the  first  time  a  somewhat  detailed  statement  of  the 
requirements  was  published  in  the  catalogue,  followed  by  specimen 
examinations.  Psychology  is  the  only  subject  not  previously  men- 
tioned, and  United  States  history  is  now  included  for  all  courses,  while 
a  few  subjects  have  been  dropped.  There  are  eight  subjects  in  all, 
English  (Meiklejohn's  Grammar  and  a  composition),  arithmetic, 
algebra,  plane  geometry,  history,  geography,  Latin,  and  physiology. 
The  statement  is  made  that  three  books  of  Csesar  will  be  required  in 
1893  and  1894.  These  requirements  are  referred  to  as  prerequisite  for 
all  the  regular  courses.  Whether  Latin  was  actually  required  of 
scientific  and  engineering  students  the  writer  can  not  say.  The 
following  year  it  was  not  required  except  in  the  arts  and  normal 
courses.  Candidates  for  the  other  schools  were  not  required  to  present 
any  equivalent.  The  announcement  made  in  1892  that  five  books  of 
plane  geometry  would  be  required  in  1893  was  not  made  good  until 
1899,  though  algebra  was  increased  to  simultaneous  quadratic 
equations  in  1896. 

Except  for  the  substitution  of  Raub's  Rhetoric  for  Meiklejohn's 
Grammar  as  a  basis  for  the  examination  in  English  and  the  inclusion 
of  general  history  (1893)  no  other  change  was  made  until  1896,  when 


188  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

it  was   announced   that,  beginning  with    1898,   the   requirements 
English  would  be  those  of  the  American  Association  of  Colleges.    ThiF* 
system  was  then  followed  without  further  change  until  1902-03,  when 
an  entirely  different  scheme  of  admission  was  adopted,  to  become 
effective  in  September,  1903. 

The  new  plan  was  based  on  a  system  of  credits,  partly  constant 
and  partly  elective.  A  credit  was  defined  as  consisting  of  one 
recitation  of  sixty  minutes,  or  two  of  thirty  minutes,  in  a  study  for 
a  school  year  of  thirty-six  weeks.  Candidates  for  the  B.  A.,  B.  S.,  and 
normal  courses  were  required  to  present  thirty-one  credits ;  for  the 
engineering  courses,  twenty-four  credits.  The  following  credits  were 
required  of  candidates  for  the  B.  A.,  B.  S.,  and  normal  courses: 
English,  8 ;  algebra,  5 ;  plane  geometry,  4 ;  United  States  history,  3 ; 
general  or  Greek  and  Roman  history,  3 ;  making  a  total  of  23.  In 
addition  he  must  present  eight  credits  from  one  of  two  groups  of 
studies.  The  first  consisted  entirely  of  foreign  languages,  ancient  and 
modern ;  the  second  of  scientific  studies,  English,  history,  civil 
government,  and  bookkeeping.  The  candidate  for  the  B.  A.  degree 
was  restricted  to  the  language  group  and  the  eight  credits  must  all 
be  in  one  language.  The  constants  required  of  engineering  students 
were  the  same  as  of  B.  A.'s  except  for  the  last  named,  giving  a  total  of 
20.  Four  credits  in  addition  were  required,  selected  from  either  the 
language  or  science  group. 

The  subjects  which  one  might  present  were  necessarily  more 
numerous  than  before.  In  addition  to  those  previously  named  the 
candidate  could  now  oflfer  Greek,  German,  French,  chemistry,  physics, 
physical  geography,  botany,  zoology,  civil  government,  bookkeeping, 
freehand  drawing,  and  shop  work. 

This  system,  somewhat  modified,  is  still  in  force.  In  1908  the 
"unit"  language  was  adopted.  Candidates  for  the  B.  A.,  B.  Mus.,  and 
normal  courses  were  required  to  present  3  units  in  English,  2  in 
algebra,  1  in  plane  geometry,  ^  in  United  States  history,  and  1  in 
general  or  Greek  and  Roman  history,  and  in  addition  3  from  the 
language  group,  at  least  two  of  which  must  be  in  one  language,  except 
that  normals  might  select  three  units  from  either  the  language  or 
science  group.     The  corresponding  change  was  made  for  the  agri- 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  189 

cultural,  scientific,  and  engineering  courses.  In  the  spring  of  1909 
the  faculty  decided  to  raise  the  entrance  requirements  one  unit  each 
year,  beginning  in  September,  1909,  until  they  reached  fourteen. 

Accredited  Schools. 

It  is  presumed  that  the  "satisfactory  examination"  in  the  subjects 
required  for  admission  during  the  first  two  decades  of  the  university 
was  made  by  written  or  oral  tests.  In  1891  the  university,  following 
the  fashion  of  the  day,  began  to  publish  specimen  examinations  for 
entrance  to  the  freshman  class.  With  the  growth  of  the  accredited 
school  system  the  custom  of  examinations  has  almost  reached  the 
vanishing  point. 

December,  1888,  in  his  report  to  the  board,  President  Murfee  asked 
that  the  faculty  be  authorized  to  draw  plans  by  which  schools  of  a 
required  standard  might  have  the  privilege  of  entering  their  graduates 
at  the  university  on  certificate.  This  system,  he  thovight,  would 
stimulate  public  and  private  schools  to  regulate  their  standards 
according  to  the  curriculum  of  the  university  and  would  prove  a  good 
tonic  for  the  whole  educational  system. 

A  faculty  committee  on  accredited  schools  was  appointed  and  its 
first  report  was  handed  in  August  24,  1889.  It  proposed  that  any 
school  desiring  to  be  accredited  should  make  application  to  the  faculty, 
giving  a  full  statement  of  the  course  of  study.  It  should  then  be 
accredited  on  one  or  more  subjects  at  the  discretion  of  the  faculty. 
Students  coming  from  such  schools  should  be  admitted  to  college 
classes  in  those  subjects  in  which  they  bore  certificates.  Provision 
was  also  made  for  accrediting  to  sub-freshman  only.  These  privileges 
might  be  withdrawn  at  any  time  for  cause.  No  mention  is  made  of 
this  subject  in  the  catalogue  previous  to  that  of  1891.  It  was  then 
stated  that,  on  the  application  of  any  principal  to  be  accredited,  an 
officer  of  the  university  would  be  sent  to  examine  his  courses  of 
study  and  methods  of  teaching.  Once  accredited,  that  relation  would 
continue  until  there  was  a  change  of  principals  or  the  school  was 
notified  that  it  was  deficient.  The  university  further  promised  to  do 
all  in  its  power  to  promote  cordial  relations  in  the  various  branches 
of  the  common   school   system.     No   list   of  accredited   schools   was 


190  HISTORY  OF  THE  UNIVERSITY  0F;ARKANSAS. 

published  until  1892,  when  the  Fort  Smith  public  high  school  headed 
and  closed  the  list.  The  following  year  the  Rogers  Academy  was 
added. 

In  July,  1893,  a  standing  committee  of  three,  one  from  each  college, 
was  appointed  to  take  charge  of  this  matter  and  work  up  the  system. 
They  were  instructed  to  print  circulars  giving  information  on  the  steps 
necessary  for  any  school  to  take  to  become  accredited ;  to  send  out 
invitations  to  principals  to  apply  for  the  accredited  relation;  to  prepare 
and  print  certificates  to  be  used,  and  to  cooperate  with  the  committee 
of  the  State  Teachers'  Association  in  the  preparation  of  a  course  of 
study  for  the  high  schools  of  the  State. 

The  following  year  thirty-three  schools  applied  for  the  accredited 
relation  and  by  the  close  of  the  year  the  list  of  those  accorded  this 
privilege  had  risen  to  ten.  That  this  privilege  was  not  to  be  had 
merely  for  the  asking  is  evidenced  by  the  fact  that  only  twenty-three 
were  enjoying  it  at  the  close  of  the  year  1895-96.  One  of  these  was 
the  University  Academy  at  Columbia,  Missouri.  In  the  next  four 
years  the  list  was  increased  by  only  five,  and  in  the  following  three 
years  was  reduced  by  one.  More  care  was  now  being  exercised  in 
the  examination.  The  committee  required  information  covering  the 
subjects  taught,  the  extent  of  instruction  in  each,  the  text-books  used, 
the  length  of  the  recitation  periods,  the  length  of  the  session,  the 
methods  of  teaching,  the  names,  qualifications,  and  experience  of  those 
teachers  doing  high  school  work  and  the  library  and  laboratory 
facilities.  In  1904  it  was  announced  that,  to  prepare  for  freshman, 
the  high  school  work  must  cover  three  years  of  thirty-six  weeks  each 
and  be  based  on  an  elementary  course  of  seven  or  eight  years.  There 
was  a  manifest  distrust  of  pretentious  schools.  Some  difficulty  was 
experienced  in  getting  students  to  bring  certificates  properly  filled  out. 
Since  1905  this  requirement  has  been  rigidly  enforced.  At  times  the 
work  of  the  committee  has  been  hampered  by  lack  of  funds  to  pay 
expenses  of  visita!tion.  The  board  appropriated  two  hundred  dollars 
for  this  in  1895  and  four  hundred  in  1896.  Since  then  when  visits 
of  inspection  could  not  be  made  in  connection  with  some  other  trip 
the  expenses  have  been  met  out  of  the  contingent  fund. 

In  1899-1900,  when  the  standing  committees  were  first  published, 
the  committee  on  accredited  schools  consisted  of  Professors  Tordan 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  191 


and  Droke  and  Miss  Davies ;  the  following  year  of  Professors  Jordan, 
I  Menke  and  Droke,  no  attention  being  paid  now  to  the  three  different 
colleges.  Since  1902  Professors  Reynolds  and  Dunn  have  been  on 
the  committee  and  at  a  later  period  Professors  Shannon  and  Carroll 
were  associated  with  them. 

The  prediction  of  President  Murfee.  under  whom  the  system  was 

inaugurated  in  Arkansas,  that  it  would  tone  up  the  whole  educational 

\  system  has  been  fulfilled.     The  policy  of  the  committee  has  always 

i  been  to  suggest  and  help,  not  to  dictate,  except  in  the  matter  that 

!  certain  standards  must  be  met  before  the  accredited  relation  can  be 

granted.    The  elective  system  has  left  the  high  schools  free  to  develop 

■  their  own  courses  of  study,  it  not  being  necessary  for  all  to  adopt  any 

:  hard  and  fast  curriculum  to  conform  to  university  requirements.    The 

suggestions  of  the  committee  have  been  received  in  liberal  spirit  by 

most  high  school  principals  who  have  looked  upon  the  accredited 

relation  as  an  honor  to  be  desired.     By  1906  the  number  of  schools 

.  on  the  list  had   grown   to   forty-six.   and   the   standards   were   much 

i  higher  than  when  the  system  was  begun ;  in  1910  the  number  was  85. 

When   the  professor  of  secondary   education   was   added   to  the 

university  force  the  committee  on  accredited  schools  decided  upon 

some  changes   in   the   system   of  accrediting.      Beginning  with    1910 

accredited    schools    are    divided  into    three    classes    denominated    A, 

B,  and  C.    The  class  into  which  any  school  falls  is  determined  mainly 

b}-  the  number  of  units  it  ofifers,  by  its  teaching  force,  equipment, 

number  of  pupils,  and  its  financial  support.     In  order  to  fall  into 

class  A,  a  school  must  prepare  its  students  in  fourteen  units  and 

should  have  at  least  three  teachers  devoting  all  their  time  to  high 

school  work;  class  B,  a  minimum  of  eleven  units  and  one  and  one-half 

teachers ;   class   C.   eight  units   and   at   least   one   teacher.     All   such 

schools  must  be  based  on  a  common  school  course  of  at  least  seven 

!  grades.  Schools  seeking  credit  for  sciences  should  provide  laboratories 

for  experimental  work  and  should  require  the  students  to  prepare  note 

books.     Schools  in  classes  C  and  B  are  not  encouraged  to  oflFer  any 

courses  in  science  and  schools  in  class  A  are  advised  to  build  up  one 

laboratory  at  a  time,  beginning  on  one  for  another  science  only  after 

the  first  has  been  made  adequate  for  the  work  attempted. 


192  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Schools  desiring  the  accredited  relation  will  be  asked  to  supply 
detailed  information  with  respect  to  courses  of  study,  teaching  force, 
equipment,  length  of  term  and  recitation  periods.  If  the  statements 
are  satisfactory  the  school  may  then  be  requested  to  submit  specimen 
examination  papers,  outline  maps,  compositions  and  science  note- 
books, all  graded  by  the  teachers.  If  deemed  necessary,  a  personal 
inspection  will  then  be  made  by  the  professor  of  secondary  education 
or  some  other  representative  of  the  university. 

Preparatory  Department. 

The  University  of  Arkansas  began  as  a  preparatory  school,  or;  ► 
more  correctly,  as  a  crudely  graded  school.  The  authorities  declared 
that  the  educational  facilities  of  the  State,  with  the  exception  of 
few  favored  localities,  were  such  that  students  desirous  of  a  collegia^ 
or  normal  education  were  unable  to  prepare  themselves  to  enter  th 
university  or  the  normal  department.  In  consequence  of  this  the 
proceeded  to  establish  a  preparatory  school,  "making  it  auxiliary  to 
the  higher  departments  and  designing  it  especially  to  prepare  pupils 
who  might  enter  it  for  these  departments."  Another  design  was  to 
supply  material  for  a  model  or  training  school  for  the  normal  an 
the  president  was  authorized  to  organize  such  a  school. 

The  course  of  study  prescribed  for  the  preparatory  students  begai 
with. charts  and  the  first  reader  and  extended  over  five  years.  Withi 
that  time  the  student  was  expected  to  master  the  five  readers  and 
certain  amount  of  arithmetic,  geography,  grammar,  physiolog 
botany,  geology,,  history  of  the  United  States,  drawing,  penmanship 
and  music.  At  first  he  was  not  supposed  to  begin  Latin  until  the 
second  term  of  the  fifth  year,  and  algebra  the  third  term,  but  Latin 
was  soon  pushed  down  a  year. 

The  institution  was  thrown  open  to  students  January  22,  1872. 
By  the  end  of  the  session  ninety-one  students  had  enrolled  in  the 
preparatory  department  and  ten  in  the  normal,  though  all  were  of 
preparatory  grade.    More  than  half  were  of  Fayetteville. 

The  five-year  course  was  retained  until  1878,  when  it  was  reduced 
to  three.  The  first  year  began  with  Asgood's  American  Fourth 
Reader    and    the    sixth    reader    was    used    throughout    the    third   or 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  193 

sub-freshman  year.  Latin  and  Greek  were  not  begun  until  the  last 
year,  Harkness'  texts  being  used.  Within  a  year  this  amount  of  time 
was  found  inadequate  to  meet  the  demands  and  the  classes  were 
increased  to  four.  The  lowest  was  called  the  "C"  class.  Beginning 
with  the  "A"  class  an  attempt  was  made  to  classify  the  students  on 
the  basis  of  their  future  collegiate  careers  and  to  provide  corresponding 
courses  of  study  for  classical,  scientific,  engineering,  and  English 
students.  These  distinctions  were  dropped  at  the  end  of  one  year. 
At  this  time  the  age  of  students  ranged  from  9  to  31. 

In  1886  the  preparatory  department  was  replaced  by  the  high 
school  department  and  the  grammar  school.  The  former  embraced 
the  following  courses  :  (1)  language  course  ;  (2)  short  normal  course  ; 
(3)  business  course.  All  below  was  the  grammar  school.  One  reason 
for  this  change  was  in  the  words  of  President  Edgar,  "the  greater 
dignity  that  would  attach  to  the  A  and  sub-freshman  classes  by 
having  them  regarded  as  the  high  school  department."  Another  was 
that  it  would  make  possible  the  subjection  of  students  below  the  A 
grade  to  a  discipline  more  adapted  to  their  years  and  advancement. 
In  another  year  the  preparatory  department  reappears  with  A  and 
sub-freshman  classes.  The  B  class  was  retained  for  all  not  qualified 
to  enter  A,  but  they  were  now  regarded  as  so  far  be3'ond  the  pale 
that  the  board  of  trustees  "limited  the  labor  required  in  their  case." 

In  the  general  reorganization  of  1891  it  was  felt  that  the 
preparatory  department  could  not  be  left  untouched,  so  it  evolves 
into  the  "University  High  School"  with  these  aims:  (1)  To  prepare 
for  the  university ;  (2)  to  furnish  an  opportunity  for  a  good  general 
education  to  students  unable  to  pursue  a  longer  course ;  (3)  to  furnish 
young  men  and  young  women  an  opportunity  to  secure  a  good  business 
education.  To  secure  these  ends  it  was  stated  that  three  courses  were 
offered,  but  only  two  were  outlined.  One  was  a  "general  course, 
based  on  mathematics,  English,  history,  science,  and  Latin,  the  other 
was  called  the  "engineering  anld  agricultural  course,"  and  included  a 
little  bookkeeping  as  well  as  some  subjects  peculiar  to  those  courses. 
These  were  two-year  courses  but  B  and  irregular  students  were  still 
received. 


194  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  University  High  School  lasted  one  year,  when  the  old 
preparatory  department  regained  its  own,  a  position  it  held  until 
1897,  when  it  was  replaced  by  the  present  "Preparatory  School."  Like 
its  usurping  predecessor  it  had  three  aims.  The  first  two  were  an 
inheritance,  but  the  third  was  to  "prepare  teachers  for  the  public 
grammar  schools  of  the  State."  In  fulfillment  of  these  aims  four 
two-year  courses  were  offered,  an  agricultural  course,  an  engineering 
and  manual  training  course,  a  scientific  course,  and  a  classical  course, 
and  seventeen  instructors  were  provided  (a  year  later)  to  furnish 
applicants  the  necessary  store  of  knowledge.  However,  all  but  six  of 
these  were  primarily  engaged  in  other  departments  and  only  inci- 
dentally instructing  a  class  or  two  in  the  preparatory  department. 
The  B  class  disappears  after  1893,  but  "irregulars"  are  still  found  for 
a  while. 

Beginning  with  1897  only  two  courses  were  offered,  an  engineering 
and  mechanic  arts  course  and  a  general  course.  Two  years  later  a  new 
system  was  adopted  which  in  effect  doubled  the  number  of  courses, 
though  the  differences  between  some  of  them  were  slight.  The 
subjects  taught  in  the  preparatory  department  were  simply  listed  and 
the  amount  and  character  of  work  required  for  admission  to  the 
college  in  the  arts,  engineering,  scientific,  and  teachers'  courses  were 
indicated.  Students  once  enrolled  (presumably  in  the  A  class)  must 
complete  34  hours  before  dropping  preparatory  studies. 

The  foregoing  was  in  effect  a  sort  of  elective  system.  A  more 
satisfactory  system  was  introduced  into  the  preparatory  department 
by  the  revolution-  of  1903  in  the  college.  There  was  now  a  certain 
amount  of 

Required    Work.  ist  year.                 2d  year. 

Arithmetic    2  o 

Algebra    3  2 

English    4  4 

Geometry    o  4 

History,   U.    S 3  3 

History,  Greece  and  Rome o  3 

Totals    12  13 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  195 


In  addition  the  student  must  elect  four  hours  each  year  from 

1st  year.  2d  year. 

Latin • 4  4 

German    s  4 

Physical   Geographj-    3  o 

Nature  Study i  o 

Bookkeeping    i  o 

Woodwork    2  o 

Forge  Work i  o 

Physiology    o  2 

Physics    o  2 

Civics    D  2 

Drawing    0  2 

udents  to  take  the  B.  A.  course  were  required  to  elect  either 
Latin  or  German.  Those  desiring  to  take  the  engineering  course 
could  omit  Greek  and  Roman  history  and  elect  any  four  hours  of 
elective  work.  There  was  also  a  teacher's  course  which  required 
no  Latin  or  German  or  physics. 

In  1908  the  amount  of  preparatory  work  was  reduced  from  33  to 
32  hours.  At  the  same  time  the  entrance  requirements  were  raised 
the  equivalent  of  five  hours.  The  following  year  the  A  class  was 
abolished  altogether,  leaving  only  one  year  of  sub-college  work  in 
the  preparatory  school.  As  the  entrance  requirements  to  the  college 
«MPe  being  raised  also  to  keep  pace  with  them. 

9  As  late  as  1897  the  enrollment  of  the  preparatory  school  was  60 
per  cent  of  the  total  at  Fayetteville.  Since  then  the  decrease  has 
continued  until  1909.  when  it  had  fallen  to  33  per  cent.  The  faculty 
and  board  have  voted  to  abolish  the  department  altogether  after  the 
year  1910-11. 

When  the  preparatory  department  was  first  organized  it  was  put 
under  the  direct  supervision  of  the  president  of  the  university  who  was 
instructed  to  draw  up  the  course  of  study  and  supervise  the  work. 
Beginning  with  1877  it  has  been  in  charge  of  a  principal  who  devoted 
all  his  time  to  the  department  except  for  a  few  3'ears  when  it  was 
combined  with  the  normal  department.  The  following  have  served 
as  principals : 

O.  F.  Russell.  1877:  H.  M.  Welch.  1880:  T-  F.  Howell.  1885;  Mrs. 


196  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

A.  M.  Tyler,  1892;  B.  J.  Dunn,  1894;  W.  A.  Crawford,  1897;  J.  W. 
Kuykendall,  1901 ;  W.  A.  Ramsey.  1905. 

II.     COURSES    OF    STUDY. 
The  College. 

In  the  first  catalogue  (1872)  only  one  course  was  outlined,  besides 
the  normal  course,  and  this  was  styled  simply  "General  Course." 
Apparently  this  course  was  intended  to  lead  to  the  B.  A.,  though  no 
mention  was  ever  made  of  any  such  degree  until  1877.  The  studies 
were  listed  in  two  columns,  one  marked  "regular,"  the  other  "optional." 
Under  the  latter  appeared  Greek,  French,  German,  chemistry,  civil 
engineering,  evidences  of  Christianity  and  social  science,  but  it  is  not 
clear  whether  the  student  must  choose  some  study  among  these  each 
year  or  whether  he  could  omit  them  altogether.  The  "regular"  studies 
included  mathematics  (from  algebra  to  analytics),  Latin  (Caesar  in 
freshman),  several  of  the  various  sciences,  and  a  little  English,  history, 
philosophy,  political  economy,  and  constitutional  law. 

The  following  year  this  course  was  styled  "classical"  and  there 
were  no  optional  studies.  It  was  a  four-year  course  and  each  year  was 
divided  into  three  terms.  The  number  of  hours  devoted  to  each  subject 
was  not  indicated.  Expressed  in  the  language  of  "terms"  of  which 
there  were  three  in  the  school  year,  the  following  were  the  require- 
ments:  mathematics,  11  ;  English,  7;  modern  languages,  9;  Latin,  12; 
Greek,  12;  science,  14;  history  and  political  science,  8;  philosophy,  7; 
bookkeeping,  1.  For  1874  Greek,  French,  and  German  were  made 
optional — presumably  the  student  must  choose  among  them — and 
bookkeeping  was  dropped  from  junior,  but  added  for  a  year  tft 
freshman  1876-77.  Five  years  later  Greek  was  again  required  and  s6 
remained  until  1883,  when  it  was  made  optional  with  modern 
languages  or  science.  During  this  time  history  disappeared  except 
for  one  term  of  the  history  of  civilization,  and  one  of  general  history, 
while  English  made  some  gains.  The  course  was  now  distinctly  a 
Latin,  Greek,  English,  and  mathematics  course  through  the  junior 
year.     Except  for  two  terms  of  "natural  philosophy,"  the  senior  year 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  197 

was  devoted  to  philosophy  and  political  science.  The  amount  now 
required  for  graduation  appears  to  have  been  eighty-one  periods  of 
forty  minutes.  Slight  changes  were  made  from  year  to  year,  but  none 
of  marked  consequence  for  some  time. 

In  starting  out  with  this  course  to  the  exclusion  of  all  others  the 
board  declared  that  their  effort  had  been  not  so  much  to  mature  a 
permanent  plan  of  instruction  in  the  university  as  to  provide  courses 
according  to  present  needs.  Another  reason  was  the  lack  of  funds, 
the  so-called  "agricultural  scrip"  not  being  available.  '  In  1873  the 
executive  committee  of  the  board  recommended  the  organization  of 
four  colleges  or  schools,  agriculture,  engineering,  natural  science,  and 
general  science  and  literature.  The  recommendation  was  followed, 
except  as  to  the  third,  and  the  last  was  still  called  the  classical  school. 
In  1877  the  friends  of  technical  education  secured  an  order  from  the 
board  requiring  all  beneficiaries  to  take  a  course  in  agriculture  and 
mechanics,  "with  permission  to  select  such  other  studies  as  circum- 
stances will  allow." 

The  immediate  effect  of  this  order  does  not  seem  to  have  been 
very  injurious  to  the  arts  department,  as  it  furnished  all  the  graduates 
for  the  next  two  years.  But  perhaps  it  was  not  without  its  influence 
in  broadening  the  department.  The  following  year  a  B.  S.  degree  was 
mentioned  and  in  1879  a  separate  scientific  course  was  provided  leading 
to  this  degree.  This  course  was  substantially  equal  to  the  B.  A.  in 
the  amount  of  work  required,  both  for  admission  and  graduation, 
Latin  and  Greek  being  replaced  in  the  admission  requirements  by 
French  and  German  and  in  the  college  by  science. 

The  B.  S.  degree  enjoyed  an  unbroken  career  until  1908,  when  it 
was  abolished.  While  the  degree  remained,  the  courses  on  which  it 
was  based  varied,  as  the  sequel  will  show.  The  degree  of  B.  L.  was 
first  conferred  upon  three  graduates  in  the  class  of  1876,  but  is 
first  mentioned  in  the  catalogue  of  1878-79,  where  the  statement  was 
made  that  it  would  be  conferred  on  students  who  completed  the  normal 
course.  This  took  the  place  of  the  B.  A.  for  normals,  which  had  been 
promised  to  them  the  year  before.  In  another  year  it  was  taken  from 
the  normals  and  promised  to  students  completing  the  newly  invented 
modern   language   course,   which   was   practically   identical   with   the 


198  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

classical  course  except  in  the  substitution  of  French  and  German  for 
Latin  and  Greek.  Latin  students  in  this  course  were  allowed  to  choose 
between  Latin  and  French,  but  in  1887  the  degree  was  confined  to 
those  who  took  the  "Young  Ladies'  Course."  This  course  is  described 
as  "a  necessity,  since  the  Barker  bill  still  admits  ladies  as  beneficiaries, 
yet  does  not  require  any  work  of  them.  At  the  same  time  they  could 
not  take  the  specific  text-book  work  required  in  the  first  seven 
courses."  Young  ladies  not  paying  tuition  took  science  and  received 
the  B.  S.  Those  preferring  to  take  French  and  German  or  Latin 
could  do  so  upon  the  payment  of  tuition  and  they  received  the  B.  L. 
The  following  year  the  "Young  Ladies'  Course"  disappeared  and 
along  with  it  went  the  B.  L.  degree. 

The  early  eighties  were  very  productive  of  degrees,  three  new  ones 
being  invented  for  the  arts  and  two  for  the  engineering  students.  In 
1881  the  B.  Lat.  Let.  and  B.  English  appeared  and  the  next  year  were 
joined  by  the  B.  Ph.  The  first  two,  which  are  sufficiently  described 
in  their  titles,  survived  until  1885,  when  they  disappeared  forever.  It 
is  hard  to  discover  on  what  the  B.  Ph.  was  based  other  than  the 
resolution  of  the  board,  "That  on  the  recommendation  of  five 
professors,  with  whom  he  has  completed  the  specified  work,  or  its 
equivalent  in  the  same  course,  a  student  shall  be  entitled  to  the  degree 
of  Bachelor  of  Philosophy,  and  to  the  signature  of  the  president  and 
secretary  of  the  faculty."  Perhaps  this  diploma  was  not  considered 
equal  to  the  others,  which  the  board  declared  "proper  for  all  the 
faculty  to  sign."  Nothing  more  was  heard  of  it  until  1899  when  it  was 
given  as  one  of  the  three  arts  courses  and  was  based  on  a  course 
requiring  Latin.  It  was  made  equal  to  the  B.  A.  and  B.  S.  in  the 
number  of  hours  required  for  admission  and  for  graduation.  In  1903 
it  was  again  dropped. 

This  fluorescence  of  degrees  was  explained  by  Professor  Conra# 
as  largely  due  to  his  system  of  instruction  and  his  rigid  grading.  The 
first  year  of  his  incumbency  in  the  chair  of  physics  a  senior  failed^' 
apparently  an  unusual  thing.  The  president  asked  the  professor 
several  times  what  he  proposed  to  do  about  it,  adding,  "He  is  a 
Republican  and  I  will  get  all  the  blame  for  it."  "For  the  benefit  of 
the  weaker  brothers,"  says  Professor  Conrad,  "and  to  save  the  self- 
respect  of  some  of  us,  the  tradition  of  a  second  degree — a  B.  L. — was 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  199 

revived.  And  all  the  seniors  who  were  not  fit  for  the  A.  B.  were 
given  the  B.  L."  To  anticipate  such  cases  in  the  future  he  got  the 
faculty  to  recommend  the  addition  of  several  other  degrees  from 
which  the  more  difficult  scientific  work  was  excluded.  At  the  same 
time  he  lowered  his  passing  mark  to  70  for  the  B.  A. — in  other  depart- 
ments it  was  75 — and  to  50  in  others,  this  representing  less  work  in 
amount,  not  inferior  in  quality. 

In  1881  a  number  of  students  presented  a  petition  to  the  board 
against  the  high  standards  now  required  for  graduation,  aiming 
especially  at  Professor  Conrad.  As  a  counter  move  the  alumni 
association,  of  whom  Judge  John  N.  Tillman  was  then  president,  on 
motion  of  Professor  G.  W.  Droke,  who  was  then  teaching  in  the 
preparatory  department,  passed  strong  resolutions  unqualifiedly 
endorsing  the  efforts  of  the  faculty  to  maintain  a  high  standard.  The 
resolutions  were  printed  by  the  board  and  this  action  was  understood 
as  an  endorsement  of  the  eflfort  to  raise  the  standard,  but  the  following 
year  two  young  men,  whom  the  faculty  refused  to  recommend  for 
degrees,  were,  upon  the  recommendation  of  the  president,  allowed  to 
graduate.  The  board  also,  at  the  instance  of  the  visiting  committee, 
called  upon  Professor  Conrad  to  abandon  instruction  by  lectures  and 
to  decrease  the  amount  of  work  required,  with  which  resolution  he 
complied. 

While  sustaining  the  president  in  his  recommendation  of  the  two 
young  men  for  degrees,  the  board  do  not  seem  to  have  approved  his 
action.  They  resolved  that  hereafter  any  applicant  for  a  degree 
failing  to  secure  the  endorsement  of  all  the  professors  instructing 
him  should  be  entitled  only  to  a  certificate  from  the  endorsing 
professors.  A  full  list  of  all  candidates  for  degrees  should  be  presented 
to  the  board  together  with  the  official  approval  of  the  faculty,  and  the 
diplomas  were  to  be  signed  by  the  faculty. 

Having  brought  down  the  standard  of  requirements  in  college 
an  assault  was  next  made  on  the  admission  requirements,  the  details 
of  which  have  already  been  given.  However,  the  faculty  seem  to 
have  made  an  honest  effort  to  maintain  the  standard  of  the  B.  A. 
course,  concerning  which  this  statement  was  made : 

The  classical  course  is  intended  to  meet  the  wants  of  those  who,  while  strong 
and  steady  enough  to  do  the  practical  work  required,  have  the  energy  and  will-power 


200  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

to  do  the  mental  work  of  a  B.  A.  course,  and  obtain  that  degree  as  a  basis  for 
professional  life,  or  for  mental  training;  of  those  who  have  state  pride  enough  not 
to  want  to  go  outside  of  the  State  to  obtain  that  training  which  the  State  ought  to, 
can,  and  does  afford  its  sons.  The  very  best  material  of  the  State,  thus  dissociated 
from  all  its  interests  and  belongings  -during  the  whole  period  of  training,  is  either 
permanently  lost  to  the  State,  or  comes  back  to  work  at  an  immense  disadvantage 
for  want  of  knowledge  of  those  of  whom  under  other  circumstances  there  would 
have  existed  the  truest  of  all  knowledge,  the  intimate  association  of  school  life. 
We  call  upon  the  patriotism  of  the  State  to  stop  this  annual  emigration,  and 
are  glad  to  be  able,  on  our  part,  to  offer  a  B.  A.  course  equal  to  that  of  any  other 
institution. 

In  1891  (for  1892)  two  courses  were  provided  in  the  school  of  arts 
leading  to  the  B.  A.  In  one  course  the  requirements  for  the  first  two 
years  were  Latin,  8  hours;  Greek,  8;  mathematics,  5;  history,  4; 
EngHsh,  3 ;  and  chemistry  and  EngHsh,  3.  For  junior  and  senior,  Latin 
or  Greek,  8 ;  English,  4 ;  logic  and  political  economy,  3 ;  physics,  4 ; 
psychology,  3 ;  electives,  8.  In  the  other  course  Latin  was  required 
through  junior,  and  modern  languages  took  the  place  of  Greek.  In 
each  61  hours  were  required  for  graduation. 

The  School  of  Science  was  separated  from  the  School  of  Arts  and 
offered  five  courses  leading  to  the  degree  of  B.  S.  based  respectively 
on  chemistry,  botany,  zoology,  horticulture,  and  entomology.  Very 
little  language  was  required  in  any  of  the  courses,  the  work  being 
based  almost  entirely  on  science  and  mathematics. 

The  changes  made  in  1891  marked  the  beginning  of  a  revolution 
in  the  arts  department  which  proceeded  by  easy  stages  for  a  decade 
or  more.  A  year  later  the  work  leading  to  the  B.  A.  degree  was 
broadened  into  four  courses,  one  based  on  mathematics,  one  on  modern 
languages,  one  on  ancient  languages,  and  one  on  history.  The  college 
of  science  was  also  enlarged  by  the  addition  of  a  course  based  on 
geology. 

The  faculty  and  board  must  have  looked  upon  this  work  and 
pronounced  it  good,  for  it  remained  practically  unchanged  for  five 
years,  an  unusual  thing  in  the  history  of  the  university.  Then  (1897) 
an  attempt  was  made  to  improve  it  by  adding  three  more  courses 
leading  to  the  B.  A.  based  respectively  on  chemistry,  zoology  or 
entomology,   and   geology,   now   making   seven    in    all.      Latin    was 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  201 

required   in   all   courses   through    freshman.     The    substitution    of   a 
modern  language  for  Latin  in  the  last  three  led  to  the  B.  S. 

The  increase  in  the  number  of  courses  was  also  coincident  with 
greater  freedom  of  election  within  any  particular  course.  The 
constants  in  the  course  in  ancient  languages  were  Latin,  Greek, 
English  and  mathematics,  and  in  addition  French  or  German,  and  a 
natural  science  and  a  physical  science.  After  meeting  these  require- 
ments the  student  still  had  sixteen  hours  for  free  electives.  In  all 
the  other  courses  there  was  still  greater  freedom  of  election.  Another 
noteworthy  feature  was  the  inequalities  in  the  requirements  for 
graduation.  For  the  ancient  language  course  one  must  complete  sixty 
hours  of  sixty  minutes  and  in  this  respect  the  courses  based  on 
chemistry,  mathematics,  and  geology  were  considered  its  equal,  but 
the  student  electing  the  course  based  on  zoology  or  entomology  must 
present  sixty-one  hours,  on  modern  languages  sixty-two,  and  on 
history  sixty-four.  This  was  not  caused  by  any  differences  in  the 
requirements  for  admission.  These  inequalities  were  removed  the 
following  year  (1898),  when  a  course  based  on  economics  was  added 
to  the  list,  and  all  were  based  on  sixty  hours.  At  the  same  time  seven 
different  courses  were  provided  leading  to  the  B.  S.  degree,  based 
respectively  on  mathematics,  economics,  chemistry,  zoology,  geology, 
agriculture,  and  horticulture.  These  also  were  all  based  on  sixty 
hours. 

This  marks  the  extreme  swing  of  the  pendulum.  In  1899,  instead 
of  fifteen  courses  leading  to  two  degrees,  we  find  three  courses  leading 
to  three  degrees,  the  B.  A.,  B.  Ph.,  and  B.  S.,  all  requiring  sixty-four 
hours.  Latin  was  required  through  sophomore  for  the  first  two  and 
Greek  for  the  B.  A.  and  Latin  or  Greek  through  the  junior  year.  In 
the  B.  A.  course  all  the  freshman  work  was  prescribed,  limited  election 
was  allowed  in  sophomore,  and  free  election  of  nine  hours  each  in 
junior  and  senior.  The  other  two  courses  were  characterized  by  a 
little  more  freedom.  The  science  course  required  eighteen  hours  of 
science,  fifteen  of  language,  six  of  mathematics,  five  of  history  or 
economics,  and  three  of  philosophy.  The  same  year  the  statement 
is  made  in  the  matter  devoted  to  the  department  of  agriculture  that 
"agriculture  is  both  a  science  and  an  art,"  consequently  two  courses 
are  provided  leading  to  the  degrees  of  B.  S.  A.  and  B.  S.    The  latter 


202  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

was  identical  with  the  same  course  in  the  arts  department  except  that 
agricultural  studies  were  prescribed  in  place  of  limited  or  free 
electives. 

The  next  revolution  broke  out  in  1903,  when  the  B.  Ph.  course 
was  dropped  and  an  advance  was  made  on  the  elective  system  over 
anything  previously  offered.  Two  degrees,  B.  A.  and  B.  S.,  were 
offered,  each  requiring  sixty  periods  for  completion.  The  constants 
in  freshman  for  both  courses  were  three  hours  of  English  and  three 
of  mathematics,  and  three  of  some  foreign  language.  In  sophomore 
the  student  was  required  to  present  three  hours  of  English,  three  of 
the  foreign  language  studied  in  freshman,  and  three  of  some  other 
study  pursued  that  year.  This  left  him  six  hours  of  electives  in 
freshman  and  sophomore  each;  all  the  work  in  junior  and  senior  was 
elective. 

The  studies  offered  were  divided  into  four  groups : 

I.     English,  Latin,  Greek,  French,  German,  Spanish,  Italian. 
II.     Mathematics,      astronomy,      chemistry,      physics,      geology, 
biology. 

III.  History,  philosophy,  political  science,  economics,  sociology, 

pedagogy. 

IV.  Mechanical,    civil,    and    electrical    engineering,    horticulture. 

agriculture. 
As  perfected  by  the  faculty,  freshmen  and  sophomores  in  both  the 
B.  A.  and  B.  S.  were  required  to  elect  at  least  three  hours  from  II  and 
III,  but  by  a- resolution  of  the  board  this  requirement  included  only 
candidates  for  the  B.  A.     By  the  beginning  of  his  junior  year  every 
student  was  required  to  elect  a  major  subject,  though  the  number  of 
hours  he  must  present  in  this  were  not  stated.     Of  the  sixty  hours 
required   for  graduation,   twenty-four  were   subject   to   the   approvik|| 
of  the  professor  in  charge  of  his  major  subject.     He  could  not  take 
more  than  eighteen  in  any  subject,  nor  more  than  thirty-six  in  any 
group.    Candidates  for  the  B.  A.  were  limited  to  groups  I,  II  and  I|§|| 
in  the    choice  of  major  subjects  and  must  offer  not  fewer  than  nine  ' 
hours  from  each  nor  more  than  nine  from  IV.     Candidates  for  the 
B.  S.  were  limited  to  II  and  IV  in  the  choice  of  majors  and  must 
offer  at  least  eighteen  hours  from  one  or  both. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  203 


A  highly  specialized  course  in  science  leading  to  the  degree  of 
B.  S.  in  Chem.  was  introduced  in  1904  and  another  in  1908  leading 
to  the  B.  S.  in  Physics.    All  the  work  is  prescribed  in  both  cases. 

Military  science  and  tactics  were  required  of  all  male  students. 
In  case  excused  from  this  .for  any  cause,  they  must  offer  one  hour  in 
addition  to  the  above.  Female  students  might  offer  this  extra  hour 
in  any  subject,  including  in  addition  to  those  mentioned  in  the  group, 
music,  art,  elocution,  and  physical  culture. 

This  scheme  remained  in  force  until  1908,  when  the  B.  S.  degree 
was  dropped  entirely.  Mathematics  was  no  longer  required  of 
candidates  for  the  B.  S.,  but  the  restrictions  hitherto  imposed  on 
electives  were  retained,  the  statement  was  made  that  the  equivalent 
of  two  years'  work  must  be  offered  for  admission  in  the  foreign 
language  pursued  in  freshman,  and  the  requirements  for  graduation 
were  raised  to  sixty-four  periods. 

Graduate  Work. 

There  is  no  graduate  school  in  the  University  of  Arkansas  and 
never  has  been,  though  a  number  of  students  have  pursued  work  after 
graduation  and  have  received  advanced  degrees. 

The  first  mention  of  any  graduate  work  occurs  in  the  regulations 
adopted  in  1877,  when  the  board  provided  that  graduates  wishing 
to  remain  for  further  study  might  do  so  without  the  payment  of 
tuition,  but  no  such  student  was  catalogued  until  1878-79,  and  he 
was  a  resident  of  Fayetteville.  After  this  there  were  none  until 
1883-84,  when  another  local  student  was  enrolled.  The  enrollment 
was  the  same  for  1884-8.S  and  none  for  1885-86. 

Down  to  this  time  no  course  of  study  had  been  prescribed  for 
graduate  students  nor  any  regulations  published  concerning  advanced 
degrees.  The  master's  degree  had  already  been  conferred  a  number 
of  times,  in  several  instances  honoris  causa.  In  1886  the  faculty, 
"following  the  example  of  all  first-class  universities,"  outlined  a  plan 
for  graduate  work  leading  to  the  degrees  M.  A.  and  Ph.  D.  and 
recommended  that  hereafter  these  degrees  be  not  conferred  as 
honorary.  Applicants  for  the  master's  degree  must  have  previously 
taken  the  bachelors,  "and  in  addition  must  take,  at  the  university,  for 


204  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

a  full  scholastic  year,  four  daily  studies  appointed  by  the  faculty." 
The  minimum  requirement  for  the  Ph.  D.  was  two  years  of  study,  the 
last  of  which  must  be  at  the  university,  a  printed  thesis  of  at  least 
2,000  words  (later  5,000),  and  a  satisfactory  examination,  and  ability 
to  read  French  and  German.  Examination  and  diploma  fees  were 
charged,  but  no  tuition  until  1894.  In  the  technical  school  it  was 
announced  that  the  M.  E.  and  C.  E.  would  "be  given  after  three  years 
to  those  graduates  in  mechanical  or  civil  engineering  courses  who, 
by  successful  practice,  prove  themselves  worthy."  Later  a  thesis  was 
required  or  one  year's  residence  work  of  fifteen  hours  and  a  thesis. 

The  Ph.  D.  continued  to  be  offered  until  1898,  when  it  was  quietly 
dropped  by  the  faculty.  During  this  time  two  degrees  were  granted, 
one  being  conferred  upon  Professor  F.  L.  Harvey  in  1890  in  view  of 
his  original  work  done  in  the  university.  He  had  been  a  member  of 
the  faculty  (1875-1885),  serving  as  professor  of  theoretical  and 
applied  chemistry.  In  1893  Professor  Fred  W.  Simonds,  who  had 
resigned  the  chair  of  biology  and  geology  in  1890,  was  given  the 
D.  Sc.  "in  recognition  of  ability  and  attainments." 

The  amount  of  work  required  for  master's  degrees  was  reduced  to 
sixteen  hours  in  1891.  In  1894  the  residence  requirement  was 
abolished  for  graduates  of  this  university,  but  after  1898  they  were 
required  to  spend  at  least  half  the  year  in  residence  and  after  1899 
the  full  year.  At  the  same  time  the  system  of  major  and  minor 
subjects  was  introduced  and  a  thesis  was  required,  the  thesis  to  be 
equivalent  to  a  two-hour  course.  It  must  be  approved  by  a  committee 
of  three  composed  of  the  professor  in  charge  of  the  candidate's  major 
subject  and  two  others  appointed  by  the  president. 

The   ambitious  period  of  the  graduate   school  was   in   the  early 
nineties.     It  was  announced  that  candidates  for  the  Ph.  D.  might 
pursue  their  studies  in  any  one  of  three  groups,  consisting  of  Latin,| 
Greek,    German,    French,   and    English    for   one,    chemistry,    physics,! 
geology,  and  biology,  for  the  second,  and  philosophy  and  pure  and^ 
applied  mathematics  for  the  third.     In  their  zeal  for  this  work  one  or 
two  professors  actually  outlined  more  graduate  than  undergraduate 
courses,  but  others  announced  none. 

In  1894  the  faculty  petitioned  the  board  to  establish  five  teaching 
fellowships  at  a  salary  of  $200  each.     In  support  of  this  they  recited 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  205 

the  fact  that  eleven  graduate  students  were  in  attendance  the  past 
year,  and  that  an  increased  attendance  was  expected  the  following 
year.  The  board  responded  by  establishing  three,  but  the  system  was 
soon  abandoned.  The  following  two  years  marked  the  heyday  of  the 
school,  fourteen  students  being  enrolled  1895-96  and  eighteen  in 
1896-97.  The  following  year  only  three  were  in  attendance.  Since 
then  the  enrollment  has  varied  from  one  in  1899-1900  to  six  in  1908-09. 
'|||jo  emphasis  whatever  is  now  placed  on  this  work  and  no  courses  are 
offered  for  it  in  the  annual  catalogue.  Such  students  as  come  either 
take  advanced  undergraduate  work  or  make  arrangements  for  special 
courses. 

Normal  Courses. 

For  years  the  official  designation  of  the  university  was  the 
|Arkansas  Industrial  University  with  Normal  Department  Therein." 

The  committee  of  the  board  appointed  in  1871  to  visit  the  Normal 
Kollege  at  Normal,  Illinois,  contented  themselves  with  a  brief 
statement  of  conditions  in  that  institution,  making  no  recommenda- 
tions. The  board  then  decided  to  leave  the  determination  of  the 
course  of  study  in  the  normal  to  its  faculty,  under  the  general 
instruction  to  make  it  about  equal  to  that  of  the  best  normal  colleges 
of  the  country. 

Acting  President  Gates  was  the  first  principal  of  the  normal 
department.  In  1872  a  circular,  prepared  by  him,  or  under  his 
direction,  announced  two  courses  of  study,  separate  and  distinct  from 
the  university  course,  which  were  "designed  to  furnish  a  thorough 
course  of  instruction  to  all  those  who  desire  to  engage  in  the  profession 
of  teaching  in  the  public  schools."  One  course  extended  over  three 
years,  the  other  over  two,  the  latter  being  provided  for  such  students 
as  did  not  have  the  time  and  .means  for  the  longer  course.  Both 
courses  were  based  on  the  common  school  branches,  beginning  with 
arithmetic,  geography,  reading,  spelling,  and  writing,  and  included 
some  theoretical  work  and  practical  work  in  teaching.  The  longer 
course  included  Latin,  German,  or  French  (two-  terms),  trigonometry 
and  surveying,  English  literature,  geology,  zoology,  astronomy, 
general  history,  mental  and  moral  science,  and  bookkeeping.  A 
training  school  was  established  also  where  the  normal  students  were 


206  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

required  "to  put  into  practice  the  theories  taught  them,  under  the 
direct  supervision  of  a  training  instructor."  Apparently  this  school 
was  left  entirely  in  the  hands  of  students  and  was  called  the  primary 
department.  In  1874  it  was  announced  that  the  primary  department 
as  heretofore  conducted  had  been  abolished.  In  its  stead  a  training 
school,  in  charge  of  a  preceptress,  would  be  maintained  in  conjunction 
with  the  normal,  where  the  teaching  would  be  done  under  the 
immediate  supervision  of  the  principal  and  the  preceptress. 

No  further  change  was  made  until  1875,  when  the  two-year  course 
was  dropped.  The  following  year  a  four-year  course  was  introduced, 
preceded  by  a  one-year  "preparatory  normal."  Besides  the  grammar 
school  studies  the  preparatory  year  embraced  algebra  and  Latin.  The 
chief  difference  between  the  four-year  normal  course  and  the  classical 
course  consisted  in  the  fact  that  no  Greek  was  ofTered,  algebra,  French 
and  German  were  optional,  and  some  work  was  required  in  methods, 
practice  in  teaching,  and  the  relation  of  the  school  to  the  State, 
amounting  in  all  to  six  terms.  Two  years  later  no  outline  of  the 
normal  course  was  given,  the  simple  statement  being  made  that  it  was 
identical  with  the  classical  course  except  that  normal  students  had 
a  course  of  lectures  on  the  methods  of  teaching  and  were  required 
to  teach  elementary  classes  in  the  institution.  Students  completing 
this  course  were  to  receive  the  B.  A.  The  training  school  appears 
to  have  been  abolished  after  1875-76,  when  the  instructress  was 
dropped  from  the  facutly. 

In  1879  a  five-year  course  was  introduced,  leading  to  the  degree 
of  Bachelor  of  Letters.  The  first  year's  work  was  preparatory.  The 
rest  of  the  course  paralleled  the  classical  course  pretty  closely,  except 
in  the  substitution  of  science  and  the  purely  normal  subjects  for  Greek. 
The  following  year  the  course  was  rearranged,  but  the  chief  difference 
lay  in  the  fact  that  it  was  reduced  to  four  years  by  cutting  off  the 
senior  year.  No  degree  was  to  be  conferred,  a  normal  diploma  being 
substituted.  In  1885  the  first  three  years  of  the  course  included 
industrial  art.  The  completion  of  the  first  two  years'  work  entitled 
the  student  to  a  "Certificate  of  Proficiency  in  the  branches  taught  in 
the  district  schools ;"  of  the  four  years,  to  the  distinction  of  Graduate 
in  Normal  Department;  and  of  a  graduate  course  of  two  years 
in  certain  specified  subjects  to  the  degree  of  B.  A.,  but  the  following 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  207 

vear  this  was  changed  to  the  B.  L.  At  the  same  time  (1886)  a 
;two-year  normal  course  was  provided  in  the  high  school  department, 
which  was  differentiated  from  the  regular  high  school  course  by  the 
'inclusion  of  one  vear's  work  in  methods  of  teaching  and  one  in 
ipedagogy.     This  lasted  one  3'ear. 

The  next  change  was  to  make  Latin,  physical  geography,  physics, 
botany,  general  histor3^  ethics,  and  bookkeeping  elective  (1887).  On 
the  completion  of  the  four  years'  course  the  student  was  now  given 
the  degree  of  Licentiate  of  Instruction  and  was  qualified  to  enter  the 
junior  class  of  either  the  classical,  general  science,  or  young  ladies' 
course.  The  two-year  course  soon  reappears  (1891),  made  so  by 
dropping  the  preparatory  work.  It  was  said  to  include  all  branches 
required  by  law  for  state  teachers.  It  consisted  of:  Pedagogy,  2; 
, physics,  4;  mathematics,  5  ;  English,  3 ;  and  Latin,  4  in  freshman  ;  aifd 
general  chemistry,  2 ;  civil  government,  1  ;  general  history,  4 ;  science 
of  education,  1^;  Latin,  4;  school  management,  P/a  5  history  of 
education,  1  ;  and  school  law,  1  in  sophomore,  and  led  to  the  L.  I. 
In  1901  the  amount  of  pedagogy  required  was  increased  to  five  hours 
in  freshman  and  sophomore  each. 

The  general  reorganization  of  courses  made  in  1902  brought  few 
changes  of  consequence  to  the  normal.  Once  more  the  course 
reappears  as  a  four-year  course,  but  the  first  two  years  were  nothing 
but  preparatory  work  and  were  done  in  the  preparatory  department. 
The  amount  of  pedagogy  given  in  the  other  two  years  was  reduced 
to  eight  hours.  Any  candidate  for  the  B.  A.  or  B.  S.  could  take  the 
L.  I.  in  passing,  by  electing  his  major  in  the  department  of  philosophy 
and  pedagogy,  or  by  taking  at  least  eight  hours'  work  in  the  depart- 
ment, having  thirty  hours  to  his  credit  in  all. 

Since  1907  two  dift'erent  courses  have  been  offered,  one  with  Latin 
and  the  other  with  science.  Until  1909  they  were  four-year  courses, 
the  first  two  being  preparatory,  but  in  that  year  they  were  reduced  to 
three,  the  last  two  years  being  treated  as  of  collegiate  grade.  Students 
completing  the  course  receive  the  L.  I.  and  may  have  their  work, 
except  that  in  singing  and  drawing,  credited  on  the  B.  A.  Regular 
candidates  for  the  B.  A.  who  wish  to  take  the  L.  I.  must  offer  at 
least  eleven  hours  in  the  department  of  philosophy  and  pedagogy. 


208  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  training  school,  dropped  in  1876,  was  revived  in  1903.  It  is 
nov^  called  the  model  school,  is  taught  by  normal  students  under  the 
direct  supervision  of  training  teachers  and  is  regarded  as  one  of  the 
best  parts  of  the  normal  department. 

Conservatory  of  Music  and  Art. 

When  the  university  was  first  organized  the  name  of  W.  D.  C. 
Botefuhr  appeared  on  the  faculty  page  as  professor  of  music,  but 
he  seems  to  have  had  no  official  connection  with  the  institution  until 
July,  1873,  when  the  board  granted  him  a  doceur  of  $200  for  extra 
services,  and  unanimously  elected  him  to  the  department  of  music 
just  created  by  resolution.  He  received  a  small  salary  from  the  board 
and  the  fees  charged  to  music  students.  Professor  Botefuhr  served 
until  1881.  At  the  commencement  of  1880  the  board  of  visitors  had 
recommended  that  the  department  be  dropped  temporarily.  If  it 
should  be  found  essential  for  the  female  students  to  be  taught  music, 
an  instructor  could  be  supplied  later. 

After  1881  the  music  department  seems  to  have  suffered  a  decline 
for  a  time.  Some  difficulty  was  experienced  in  securing  suitable 
teachers.  Finally,  1883,  Miss  Kate  V.  King,  of  Covington,  Kentucky, 
Avas  employed  and  remained  with  the  university  until  1889,  when  she 
resigned.  In  the  early  part  of  her  stay  she  seems  to  have  built  up  the 
department  somewhat.  By  1886  the  instructor  was  the  best  paid 
teacher  in  the  institution,  but  almost  independent  of  control.  Her 
pupils  were  also  free  of  the  regulations  imposed  on  others.  President 
Edgar  recommended  that  the  department  be  put  on  the  same  basis 
as  the  others,  except  in  the  matter  of  tuition,  the  teacher  being  paid 
a  salary  and  the  students  being  subjected  to  the  same  regulations 
as  other  students.  The  committee  of  the  board  to  whom  this  w^ 
referred  recommended  non-concurrence  with  a  part  of  the  recoi 
mendation,  holding  that  as  Miss  King  had  labored  to  build  up  tl 
department  she  should  not  be  deprived  of  the  fees.  However,  t| 
board,  declaring  that  it  was  the  intent  of  Congress  to  make  tuition 
nearly  free  as  possible  in  all  departments,  ordered  a  reduction  of  33^| 
per  cent,  in  the  tuition  charges  for  music.  Two  years  later  at  tl 
June  meeting  fees  were  ordered  paid  into  the  university  funds  and 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  209 

the  teacher  of  music  was  put  on  a  regular  salary  of  $1,500,  but  in 
August  this  action  was  rescinded  and  the  teacher  was  to  get  all 
the  fees. 

This  seems  to  have  marked  the  practical  severance  of  official 
connection  with  the  university  for  several  years,  though  teachers  of 
music  were  still  catalogued.  In  December,  1894,  the  board  resolved  to 
establish  a  department  of  music,  paying  the  director  thereof  a  small 
salary  and  the  fees,  the  department  to  be  under  the  supervision  and 
control  of  the  president  and  faculty.  The  following  year  two  instruc- 
tors, both  females,  were  employed.  There  were  few  music  pupils,  and 
the  small  salaries  were  found  unfavorable  to  the  full  development  of 
the  department.  In  consequence  the  president  recommended  that  it  be 
abolished,  if  means  could  not  be  found  to  make  it  more  efficient. 

Nothing  in  particular  seems  to  have  been  done  until  1903,  when, 
on  recommendation  of  President  Hartzog,  it  was  ordered  that  the 
department  be  raised  to  the  dignity  of  a  school  under  the  title, 
"Conservatory  of  Music  and  Arts,"  that  a  suitable  curriculum  be 
prepared  and  that  diplomas  or  certificates  be  granted.  It  was  also 
suggested  that  the  director  of  the  school  be  made  a  member  of  the 
faculty,  if  consistent.  At  the  same  session  Paul  Schmolck  was  elected 
director.  With  him  were  associated  three  other  music  teachers  and 
two  others  for  the  work  in  elocution  and  physical  culture  and  art. 
In  1904  Air.  Schmolck  was  succeeded  by  Miss  Hazel  Archer  Yates, 
who  in  1906  was  made  a  member  of  the  faculty  as  representing  the 
Conservatory  of  Music  and  Art.  Upon  her  resignation  in  1908  Mr. 
Henry  Doughty  Tovey  became  director  of  the  conservatory. 

The  art  department  makes  its  debut  in  1874  with  Mrs.  V.  L.  Gray 
as  instructor.  Apparently  her  work  was  voluntary  and  her  pay 
dependent  upon  tuition  fees.  In  1877  she  presented  the  board  with 
a  painting  of  the  university  building  and  grounds  which  they  in 
turn  presented  to  the  executive  office  at  Little  Rock.  In  1881  she 
was  succeeded  by  Miss  Nettie  G.  Bedinger  and  a  year  later  the  board 
provided  her  department  with  the  necessary  casts.  At  the  end  of 
another  year  she  was  granted  a  small  salary  and  a  vote  in  the  faculty. 
The  executive  committee  said  that  her  request  for  an  increase  of 
salary  should  be  granted  or  the  department  abolished.     They  recom- 


210  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

mended   the   former   but   the   board   followed   the    latter   sugg-estion 
(1884).     Still  there  were  "art"  students. 

In  dropping  this  department  the  board  evidently  intended  to 
emphasize  a  different  kind  of  art.  In  1885  they  asked  the  legislature 
for  a  considerable  appropriation  to  provide  "instruction  in  manual 
exercise  suited  to  both  sexes."  They  failed  to  secure  this,  but 
appropriated  certain  funds  to  make  a  beginning.  The  first  year 
instruction  in  free-hand  drawing  was  furnished  to  all  students  except 
seniors  as  preliminary  to  building  up  a  strong  industrial  arts 
department.  Young  ladies  were  taught  needle  work,  designing, 
embroidering,  brass  work  and  wood  work.  Instruction  was  also 
furnished  in  the  "fine  arts"  for  tuition. 

This  explains  the  sudden  leap  in  "art"  students  from  about  15  in 
1885  to  280  in  1887.  As  a  matter  of  fact  the  number  in  "art"  proper 
had  fallen  off  to  about  5.  The  enthusiasm  of  the  board  not  being 
shared  by  the  legislature  the  industrial  arts  department  was  quietly 
dropped  in  1889.  Art  continued  to  be  taught  at  the  university  in  some 
fashion  until  1897  when  the  department  was  again  recognized  as  a 
part  of  the  university  and  put  in  charge  of  Miss  Jenny  Delony  Rice. 

In  1901  the  indifference  of  the  legislature  was  given  as  the  reasoi 
for  abolishing  this  kind  of  art  instruction  also,  and  the  room  was 
turned  over  to  the  engineering  department  with  instructions  to  take 
charge  of  and  care  for  the  materials.  However,  the  public  had  not  lost 
the  taste  for  art  and  there  were  so  many  applications  for  instruction 
that  a  teacher  was  employed  and  paid  out  of  the  fees.  In  1903  art 
formed  a  part  of  the  newly  created  conservatory  of  music  and  art, 
the  subject  being  taught  by  Miss  Ammee  Leverett.  The  present 
incumbent.  Miss  Elizabeth  Galbraith,  took  charge  of  the  work  in  1906. 

When  the  faculty  was  first  organized  it  seems  to  have  been 
expected  that  the  commandant,  Henry  L.  Burnell,  would  furnish  the 
instruction  in  elocution,  but  this  work  was  soon  transferred  to  the 
English  teacher.  In  1882-83  it  was  taught  by  Miss  S.  E.  Harris  under 
protest.  It  never  rose  to  the  dignity  of  a  separate  teacher  until  1891, 
when  Miss  Jessie  L.  Cravens  took  charge,  a  position  which  she 
retained  until  1898. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  211 

In  1899  the  department  was  reorganized  and  the  subject  of  physical 
culture  was  added  with  Miss  Jennie  W.  Bownam  in  charge.  In  1908 
the  work  was  separated,  Mrs.  W.  V.  Crockett  being  put  in  charge 
of  the  department  of  expression  and  Mrs.  Martha  H.  White  that  of 

physical  culture. 

DEPARTMENTS  OF  INSTRUCTION. 
Ancient  Languages. 

As  indicated  elsewhere  one  problem  over  which  the  founders  of  the 
university  wrestled  was  the  extent  of  the  latitude  allowed  them  in 
the  land  grant  act  by  the  phrase,  "without  excluding  other  scientific 
and  classical  studies."  They  not  only  decided  that  this  meant  that 
the  classics  should  not  be  excluded  from  the  course,  but  in  practice 
gave  them  a  prominent  place.  On  the  faculty  page  the  "professor 
of  ancient  languages  and  literature"  stood  next  after  the  president. 
The  chair  was  first  filled  by  C.  H.  Leverett,  who  served  until  1885, 
when  he  was  put  out  for  a  season  in  consequence  of  the  order  of  the 
legislature  for  a  clean  faculty  slate.  In  1876  French  was  added  to  the 
department  and  from  1877  to  1881  the  professor  of  ancient  languages 
was  expected  to  teach  "modern  languages,  with  English  literature  and 
history."  From  1881  to  1885  the  department  was  simply  that  of 
ancient  languages. 

When  the  faculty  was  reorganized  in  1885  R.  H.  Willis,  Jr.,  was 
elected  professor  of  ancient  languages  and  ancient  history  and  served 
in  this  capacity  until  1887.  That  year,  in  determining  the  distribution 
of  duties  the  board  added  ancient  languages  to  mental  philosophy  and 
assigned  them  to  the  president,  the  presidency  being  vacant  at  the 
time.  Professor  Willis  was  retained  as  adjunct  professor  of  ancient 
languages.  When  Professor  Murfee  became  president  (1888)  ancient 
languages  were  taken  away  from  his  department  and  Professor 
Leverett  suceeded  Professor  Willis  as  adjunct  professor.  He  was 
assisted  by  an  instructor  in  Greek  for  one  year.  After  this  there  was 
no  change  until  1894,  except  that  Professor  Leverett  was  made  a  full 
professor  in  1891. 

In  1884  the  board  requested  the  faculty  to  arrange  the  scheme  of 
class  work  so  as  to  give  more  time  to  the  department  of  ancient 


o 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  213 

languages,  because  the  professor  had  not  had  time  to  drill  thoroughly. 
After  1887  it  appears  that  instead  of  being  given  more  time  the 
ancient  languages  were  being  assigned  a  subordinate  place.  This 
period  is  coincident  with  the  time  when  strenuous  efforts  were  being 
made  to  build  up  the  agricultural  and  mechanical  departments  and 
a  part  of  this  time  beneficiaries  taking  the  ancient  languages  were 
required  to  pay  tuition. 

In  1894  (January)  the  department  of  ancient  languages  was  divided 
and  John  C.  Futrall  was  elected  professor  of  Latin  and  Professor 
Leverett  was  retained  in  the  department  of  Greek.  At  the  same  time 
it  was  ordered  that  these  professors  should  teach  such  other  branches 
as  might  be  determined  by  the  faculty.  As  Professor  Futrall  did  not 
begin  work  until  July,  Professor  Leverett  took  charge  of  the  Latin, 
being  assisted  by  some  of  the  other  teachers.  At  the  end  of  this 
year  the  two  chairs  were  again  combined  (January,  1895)  and 
Professor  Futrall  was  put  in  charge  of  the  department  of  ancient 
languages.  This  position  he  has  retained  ever  since,  except  that  he 
was  absent  on  leave  in  1899-1900,  when  his  place  was  filled  by 
Professor  \\'alter  A.  Montgomery.  The  department  was  strengthened 
in  1896  by  the  creation  of  an  associate  professorship,  which  was  filled 
by  E.  F.  Shannon.  This  was  abolished  in  1902  on  account  of  lack  of 
funds,  but  revived  in  1907  as  an  adjunct  professorship  and  filled  by 
the  election  of  John  J.  James.  During  this  interim  some  assistance 
was  furnished  from  other  departments.  Previous  to  1908  the  adjunct 
professor  taught  some  classes  in  the  preparatory  department. 

As  the  ancient  authors  are  a  practically  fixed  quantity  it  is 
unnecessary  to  say  much  concerning  the  courses  offered  more  than 
that  they  have  covered  a  wide  range  of  authors  and  subjects  whenever 
the  teaching  force  would  justify  it.  The  freshman  work  has  never 
been  far  advanced,  though  the  present  head  of  the  department  has 
been  moving  forward  as  rapidly  as  conditions  will  permit.  Previous 
to  the  adoption  of  the  elective  system  few  preparatory  schools  in  the 
State  taught  anything  beyond  Caesar.  Indeed,  not  until  1894  was  all 
of  Caesar  finally  pushed  below  freshman.  Since  then  Cicero  and  Vergil 
have  been  taught  in  freshman,  sometimes  along  with  Nepos  or  Sallust. 
After  the  adoption  of  the  elective  system  a  higher  course  was  open 


214  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

to  freshmen  who  presented  four  units  in  Latin,  but  the  old  freshman 
work  in  Cicero  and  Vergil  was  retained  for  those  presenting  less  work. 

Latin  prosody  is  taught  in  connection  with  the  poets  and  prose 
composition  in  connection  with  the  prose  writers.  One  hour's  work 
in  the  latter  is  required  in  the  lowest  class  and  two  additional  hours 
may  be  elected  in  the  higher  classes.  Of  necessity  the  courses  that 
can  be  offered  are  limited  in  extent — sixteen  hours  are  offered — and 
these  are  conducted  along  general  rather  than  special  lines.  It  is  the 
policy  of  the  department  to  introduce  the  student,  after  he  has  acquired 
the  necessary  reading  knowledge,  to  the  literature  and  life  of  the 
people  rather  than  confine  him  to  the  dead  forms  of  language. 

At  first  Greek  was  begun  in  freshman,  but  in  1880  two  books  of 
Xenophon  were  required  for  admission.  The  order  of  the  board  made 
in  1884  that  Greek  be  begun  in  freshman  wrought  no  change  in  the 
catalogue  announcements  until  1887,  when  it  was  obeyed.  Necessarily 
the  beginner's  course  was  continued  after  the  adoption  of  the  elective 
system  for  the  benefit  of  those  who  wished  to  take  Greek,  but  did  not 
present  any  for  admission.  The  courses  now  offered  amount  to 
seventeen  hours. 

Back  in  the  early  nineties,  the  time  of  university  ambitions, 
extensive  graduate  courses  in  Latin  and  Greek  were  outlined  in  the 
catalogue,  including  the  life  and  complete  works  of  about  all  the 
most  prominent  writers,  one  or  two  of  which  might  be  taken  in  any 
one  year.  These  elaborate  statements  were  soon  dropped,  but  a  few 
graduate  classes  were  organized.  Now,  students  who  desire  to 
specialize  in  Greek  and  Latin  are  encouraged  to  continue  their  work, 
after  graduating  here,  in  schools  which  can  offer  better  facilities  for 
advanced  work.  Several  of  the  graduates  of  the  department  have 
taken  high  rank  in  the  leading  American  and  foreign  universities.       ^  j 

When  Professor  Futrall  took  charge  of  the  department  in  1894  it."  s 
had  nothing  in  the  way  of  equipment  save  a 'few  reference  books  in 
the  general  library.  In  1897  a  beginning  was  made  with  $100 
appropriated  by  the  board.  A  small  biennial  appropriation  is  made 
by  the  legislature  for  the  maintenance  of  the  department  and  with 
this  the  equipment  is  gradually  being  strengthened.  The  department 
now  has  a  good  working  library  of  about  500  volumes  in  which  may  be 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  215 

found  the  complete  works  of  most  of  the  ancient  writers,  books 
relating  to  classical  literature,  and  critical  editions  of  the  works  of  the 
authors  of  the  classic  period.  The  set  of  Teubuer  texts  is  complete. 
The  best  American  and  foreign  classical  periodicals  are  received 
regularly,  and  of  some  there  are  complete  files. 

English. 

The  first  outline  of  courses  presented  a  few  subjects  in  English 
but  they  were  not  deemed  of  sufficient  importance  to  be  put  in  charge 
of  a  regular  professor  until  1873,  when  James  Mitchell  became 
professor  of  history  and  English.  This  arrangement  was  continued 
until  1876-77,  when  both  subjects  were  attached  to  the  department 
of  ancient  and  modern  languages,  though  two  teachers  were  provided 
to  take  care  of  the  work.  In  1881  they  were  again  divorced  and  Miss 
Sallie  E.  Harris  was  put  in  charge  of  English  and  history  with  the 
rank  of  professor.  She  served  until  1884,  when  Howard  Edwards 
took  charge  as  professor  of  English,  French,  German,  and  modern 
history.  Two  years  later  history  was  put  first,  "modern"  being 
dropped.  During  Professor  Edwards'  term  (1884-1890)  there  were 
as  many  as  two  additional  instructors  in  English,  though  it  is  not 
certain  that  they  taught  college  classes.  On  the  resignation  of 
Professor  Edwards,  Lieutenant  E.  L.  Fletcher  was  elected  and  served 
one  year.  At  the  end  of  his  term  history  was  detached  and  R.  H. 
Willis  was  elected  professor  of  English  and  modern  languages,  and 
Miss  Ella  Carnall  as  adjunct.  By  1894  there  were  four  instructors 
in  the  department,  one  man,  Dr.  Willis,  ranking  as  professor,  two 
women.  Miss  Ida  Pace  (Mrs.  A.  H.  Purdue)  and  Miss  Hadgie  Davies, 
as  associates  and  one  woman.  Miss  Julia  Vaulx,  as  instructor. 
Professor  Willis  served  until  1898,  when  he  was  succeeded  by  Ernest 
T.  Bynum,  who  served  two  years  and  was  succeeded  by  his  former 
associate,  W.  S.  Read,  who  also  served  two  years.  With  the  last 
named  was  associated  Colbert  Searles  and  Miss  Hadgie  Davies  with 
the  rank  of  associate  and  Misses  Clara  Earle  and  Allie  Deupree  with 
the  rank  of  instructors.  In  1902  Professor  Read  was  succeeded  by 
Professor  J.  W.  Carr,  who  had  served  one  year  as  associate,  and  was 
assisted  by  Associate  Professor  E.  F.  Shannon  and  Adjunct  Professor 


11 


216  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Davies.  These  three  carried  the  department  until  1905,  when  Miss 
Davies  was  replaced  by  A.  Marinoni,  and  Mrs.  E.  M.  Blake  and 
A.  L.  Harvey  were  added  as  instructors.  i 

The  alliance  of  English  and  modern  languages  was  finally  broken 
in  1906  and  Professor  Shannon  was  elected  to  the  chair  of  English, 
which  he  still  holds,  though  now  absent  on  leave.  At  the  time  of  the 
separation  he  was  given  two  assistants  and  this  number  has  been 
increased  to  four.  C.  C.  Alexander  served  one  year  (1907-08)  as 
adjunct,  and  was  succeeded  by  Associate  Professor  G.  G.  Greever.  ' 
Miss  Jobelle  Holcombe  became  instructor  in  1907  and  Miss  Pearl 
Etheridge  was  added  in  1909.  During  the  absence  of  Professor 
Shannon  his  place  is  being  filled  by  O.  D.  Wannamaker. 

The  only  English  courses  mentioned  in  the  outline  of  courses  for 
the  first  few  years  were  English  diction,  rhetoric,  English  literature, 
modern  philology,  and  elements  of  criticism.  The  first  and  third 
were  studied  two  terms,  the  others  one  term  each,  making  an 
equivalent  of  two  and  one-third  full-year  courses.  In  1883,  when 
English  first  appears  in  the  "Departments  of  Instruction,"  and  at  a 
time  when  nine  different  courses  of  study  were  offered  the  student, 
fifteen  terms  of  English,  equivalent  to  five  full-year  courses,  were 
required  of  the  candidates  for  the  so-called  English  degree,  though 
it  is  not  clear  that  they  took  any  more  work  in  English  than  other 
students,  who  took  two  years,  except  in  "Early  English"  and  in  the 
"Science  of  Language." 

By  1886  we  are  on  sure  ground.     Four  courses  were  then  offered, 
one  for  each  year  and  each  extending  throughout  the  year.    This  was 
soon  reduced  to  three  years  and  so  remained  until  1891,  when  seven 
courses    were    offered.      These    courses    reveal    a    curious    sense    of 
proportion,  arising,  perhaps,  from  university  aspirations.     Two  of  the 
seven  courses  were  for  undergraduates,  one  for  seniors  and  graduates 
and  three  for  graduates.     However,  the  last  three  were  given  "at  th%.j 
convenience  of  the  professor."     In   1895  the  undergraduate  course{» 
were  increased  to  six  in  number  and  the  following  year  the  gradual^ ! 
courses  were  dropped.    An  urgent  appeal  was  then  made  by  Professor 
Willis  to  have  the  department  divided  into  two.     In  support  of  this 
appeal  he  submitted  the  fact  that  in  the  last  nine  years  the  hours  of 
instruction  given  to  undergraduates  in  different  subjects  had  increased 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  217 

in  chemistry  from  10  to  31,  in  biology  from  10  to  Z7 ,  in  geology  from 
5  to  14,  in  mathematics  from  15  to  27,  and  in  mechanic  arts  and 
engineering  from  24  to  8,  while  there  had  been  no  increase  in 
French  and  German  and  an  actual  decrease  in  English  from  15  to  13. 
This  was  due  to  the  smallness  of  the  teaching  force  compared  with  the 
number  of  students.  While  this  department  had  only  two  instructors 
for  443  students,  the  next  largest,  chemistry  and  physics,  had  the 
same  for  199  students,  and  the  department  of  mechanic  arts  and 
engineering  had  three  instructors  for  84  students.  Several  classes  in 
English  had  to  be  divided  into  sections.  Ten  years  later,  when  the 
teaching  force  had  been  increased  to  five,  some  more  work  was 
scheduled,  but  it  was  announced  that  some  of  this  would  be 
discontinued,  unless  more  teachers  were  provided.  The  division 
already  mentioned  then  took  place.  The  English  department  is  now 
able  to  offer  nine  two-hour  courses  and  four  three-hour  courses, 
making  a  total  of  thirty  hours  in  different  subjects. 

Of  the  first  courses  offered  about  all  we  know  of  the  "elements  of 
criticism"  is  that  it  was  required  of  seniors  for  one  term,  that  it  was 
taught  by  Professor  Gates  in  1878-79  and  that  it  disappeared  in  1881. 
Our  fund  of  information  concerning  English  diction  is  not  much 
greater.  For  a  time  it  was  associated  with  elocution,  but  Miss  Harris 
finally  secured  their  separation,  after  which  she  continued  to  teach 
the  former  to  students,  the  majority  of  whom  evinced  an  "utter  lack 
of  preparatory  training,"  and  she  also  lengthened  the  course.  The 
term  "elements  of  criticism"  makes  its  last  appearance  in  1879-80, 
giving  place  to  "English"  in  the  new  style  of  listing  the  subjects  of 
study. 

For  several  years  rhetoric  was  offered  to  sophomores  for  only  one 
term,  but  in  1880  it  was  lengthened  to  two,  followed  by  one  term  in 
composition.  In  1885  it  was  brought  down  to  freshman  and  another 
course  in  the  same  subject  was  required  of  juniors.  The  texts  in  use 
at  the  time  were  Abbott's  "How  to  Write  Clearly;"  A.  S.  Hill's 
"Rhetoric;"  and  D.  J.  Hill's  "Science  of  Rhetoric."  Next  year 
bi-weekly  exercises  were  introduced,  based  on  a  thorough  reading  of 
"Evangeline,"  "Last  Days  of  Pompeii,"  "David  Copperfield,"  "Idylls 
of  the  King,"  and  Macaulay's  Essays.  Few  changes  of  consequence 
were  made  until   1903,  when  this  course   (three  hours)  was  declared 


tt 


218  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

an  elementary  course  in  composition,  and  associated  with  the  study 
of  American  and  English  literature  and  class-room  themes.  At  the 
same  time  a  more  advanced  course  in  composition  (Genung's 
Rhetoric)  and  the  history  of  English  literature  (Moody  and  Lovett's), 
with  fortnightly  themes,  was  offered  to  sophomores.  Both  of  these 
courses  required  considerable  reading  of  the  standard  authors.  For 
a  time  an  effort  was  made  to  include  composition  (narration,  descrip- 
tion, exposition,  argumentation)  and  elementary  Anglo-Saxon,  but  this 
was  found  to  be  too  much  for  three  hours,  consequently  another 
course  (two  hours)  was  offered  to  juniors  in  exposition  and  argu- 
mentation. These  three  courses,  with  certain  modifications  in  text 
books  and  theme  work,  are  still  offered,  together  with  a  special  course 
in  composition  offered  since  1908  and  described  as  "a  practical  course 
designed  to  meet  the  needs  of  students  in  engineering  and  agriculture." 
The  development  of  the  courses  in  literature  has  been  more  or 
less  steady,  though  somewhat  slow  for  a  decade  or  more  after  the 
founding  of  the  university.  During  about  half  of  this  time  literature 
was  given  to  juniors  for  only  two  terms,  the  rest  of  the  time  for  three 
terms.  It  can  hardly  be  supposed  that  a  great  deal  was  accomplished 
in  that  time  when  students  were  meeting  five  classes  daily.  The 
method  of  teaching  was  a  ''close  study  of  separate  authors,  comparison 
of  styles  and  modes  of  thought,"  etc.,  etc.,  confessedly  a  "continuatioa 
of  the  same  system"  as  that  employed  in  teaching  rhetoric,  instead  S 
a  vitalizing  course  in  introducing  to  life  rather  than  to  form  and 
fashion.  Possibly  this  was  partly  due  to  limited  library  facilities, 
which  were  often  complained  of  in  early  days.  Manuals  of  literature, 
such  as  Shaw's  or  Arnold's,  were  used,  supplemented  by  such  works 
as  were  available  in  the  library  and  sometimes  students  were  required 
to  possess  certain  authors.  In  1884  Trustee  Coffin  secured  the  passage 
of  a  resolution  requesting  Miss  Harris  so  to  reconstruct  her  courses 
"that  the  time  and  effort  of  students  may  be  devoted  more  to  the 
study  of  text-books  bearing  upon  the  structure  of  the  English 
language  and  not  so  much  to  a  course  of  general  reading  in  standard 
literature,"  but  the  following  year  an  advance  was  made  by  offering 
two  courses,  one  for  juniors  and  one  for  seniors,  lowered  the  following 
year  to  sophomore  and  junior.  The  former  was  mainly  a  course  in 
prose,  the  latter  mainly  in  poetry,  though  there  was  a  mixture  in  both 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  219 

and  both  attempted  to  cover  the  greater  part  of  the  history  of  English 
I  literature.     The  courses  were  soon  put  back  in  junior  and  senior  and 
'  the  latter  made  "philological  in  its  bent.''    In  1891  American  literature 
was  included  in  the  former  and  one  hour  out  of  four  was  devoted  to 
j  Chaucer  and  Shakespeare.     At  the  same  time  two  graduate  courses 
1  were  offered,  one  in  English  and  one  in  American  literature.    A  year 
!  later  the  department  was  teaching  "the  English  language  in  every 
!  stage  of  its  development,  from  Beowulf,  the  first  Anglo-Saxon  poem, 
composed  over  1,300  years  ago,  to  the  'Arkansas  Democrat,'  of  today."* 
1  From  1895  to  1898  the  course  in  American  literature  and  prose  style 
became  a  sophomore  study  (two  hours),  then  American  literature  was 
offered  alone  for  two  years,  after  which  it  disappeared  to  return  in 
permanence  in  1906.    As  now  given  it  is  devoted  almost  wholly  to  the 
poets.    The  course  in  English  and  American  poets  (two  hours)  began 
at  the  same  time  and  ran  until  1898  when  the  American  poets  were 
dropped  and  the  English  were  divided  into  the  classic  and  the  romantic 
schools,  each  a  half-year  course  of  two  hours,  the  former  to  alternate 
with  Victorian  literature,  the  latter  with  American  literature.     Begin- 
ning   with    1900    a    two-hour    course    in    the    English    novel    of    the 
nineteenth   century  was   offered   for  a   few   years,   but  it  was   soon 
merged  into  a  more  general  course. 

Since  1903  the  courses  in  literature  have  been  given  by  centuries, 
beginning  with  the  sixteenth  and  closing  with  the  nineteenth.  The 
first  takes  the  publication  of  Tottel's  Miscellany  (1557)  as  the 
beginning  of  modern  literature  and  closes  with  the  predecessors  of 
Shakespeare.  The  second  is  devoted  to  the  drama,  mainly  to 
Shakespeare.  The  third  follows  the  contest  between  classicism  and 
romanticism  to  the  triumph  of  the  latter.  The  fourth  deals  with  the 
poetry  of  the  nineteenth  century.  The  fifth  covers  the  nineteenth 
century  novel  and  essay.  Besides  these,  a  course  in  middle  English, 
which  began  in  1895-96  as  part  of  a  course  with  Anglo-Saxon,  is 
still  offered. 

The  drama  as  a  separate  course  first  appeared  in  1880,  when  one 
term  of  senior  was  devoted  to  it.  Since  then  it  has  occasionally  been 
offered  as  a  separate  course,  but  most  of  the  time  in  connection  with 


*  A  tribute  to   Professor   James   Mitchell,  first  professor   history  and   English    literature,  then 
editor  of  the  "Arkansas  Democrat." 


220  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Other  literature.  From  1888  to  1894  one  term  was  devoted  to  Chaucer 
and  Shakespeare  together,  then  for  a  time  the  latter  disappeared  except 
as  offered  for  one  year  to  graduates.  From  1900  to  1903  Shakespeare 
was  given  a  whole  course,  part  of  the  time  in  conjunction  with 
"poetics."  As  already  indicated,  the  drama  is  now  studied  as  part 
of  the  literature  of  the  century  in  which  it  manifested  the  greatest 
strength. 

Philology  in  some  form  appears  to  have  enjoyed  an  almost 
unbroken  career.  For  the  first  three  years  it  was  described  as  modern 
philology,  but  in  some  way  it  was  metamorphosed  into  "Modern 
Philosophy"  for  the  next  three,  and  finally  into  "philology."  The 
years  1896-97  mark  its  last  announcement  as  a  distinct  course.  Both 
before  and  since  it  has  been  associated  with  courses  in  Anglo-Saxon 
and  middle  English. 

Courses  in  early  and  middle  English  have  appeared  under  varying 
names  since  1886  when  a  senior  course  in  Anglo-Saxon  first  appeared. 
For  a  short  time  an  additional  advanced  course  was  offered,  but  only 
one  is  now  given. 

The  first  mention  of  graduate  work  appears  in  1891,  when  three 
graduate  courses  were  announced,  besides  one  in  early  English  and 
philology  for  seniors  and  graduates.  The  distinctly  graduate  work 
consisted  of  courses  in  advanced  Anglo-Saxon  and  philology,  modern 
English  literature,  and  American  literature.  The  course  in  Anglo- 
Saxon  reappeared  in  1896,  together  with  the  complete  works  of 
Shakespeare,  each  a  separate  course.  Some  of  these  courses  were 
called  for  by  students,  but  how  many  were  actually  given  the  writer 
can  not  say.    No  graduate  courses  are  catalogued  now. 

The  department  is  one  of  the  best  equipped  in  the  matter  of  books, 
the  library  numbering  500  volumes.  It  is  also  one  of  the  largest  in 
the  number  of  students,  the  enrollment  for  1908-09  reaching  612. 
But  freshman  English  is  a  required  subject. 

Modern  Languages. 

Hardly  any  department  has  had  a  more  checkered  career  than 
that  of  the  Germanic  and  Romanic  languages.  French  and  German 
are  mentioned  in  the  first  outline  of  courses,  but  as  there  were  no 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  221 

college  students  then  they  probably  were  not  called  for  for  several 
vears.  We  know  that  some  German  was  taught  in  1874-75,  for  one 
term  by  Professor  W.  D.  C.  Botefiihr,  the  instructor  in  music.  The 
first  mention  of  these  subjects  on  the  faculty  page  occurs  in  1876, 
when  C.  H.  Leverett  was  professor  of  ancient  language  and  French 
and  K.  Demmler  was  professor  of  civil  and  mechanical  engineering 
and  German.  This  arrangement  seems  to  have  continued  until  1880, 
when  H.  B.  Edmiston  was  elected  professor  of  modern  languages.  He 
held  this  position  until  1885,  when  the  legislature  ordered  all  the 
university  chairs  to  be  vacated.  In  the  reorganization  the  modern 
languages  were  allied  with  English  and  history.  The  last  named  was 
detached  in  1891.  The  story  of  the  further  attachment  between 
English  and  modern  languages  is  told  elsewhere. 

Previous  to  the  creation  of  the  department  of  modern  languages 
in  1880  it  is  only  natural  to  suppose  that  little  work  was  done  in  these 
subjects.  It  does  not  appear  that  more  than  one  year's  work  was 
required  in  either,  though  a  part  of  the  time  they  were  made  optional 
with  Greek.  The  creation  of  the  modern  language  course  naturally 
called  for  more  work  and  a  three  years'  course  in  German  and  French 
each  was  provided,  but  they  do  not  seem  to  have  been  put  on  a  par 
with  other  courses.  Just  before  his  department  was  abolished  (1885) 
Professor  Edmiston  protested  against  the  "protective  legislation" 
which  shielded  Latin  and  Greek  while  modern  languages  were  "shoved 
off  into  some  obscure  corner,  like  a  poor  relation  at  a  feast,"  or 
omitted  altogether.  He  had  been  allowed  three  hours  a  week  for 
German  and  two  for  French. 

Naturally,  there  could  be  no  expansion  of  courses  while  the 
languages  were  the  step-children  of  the  department  of  English  and 
history  and  laboring  under  the  disadvantage  of  a  requirement  for 
tuition  even  from  beneficiaries.  In  1887  the  professor  in  charge 
actually  recommended  that  they  be  omitted  from  the  curriculum,  if  an 
assistant  could  not  be  provided.  Even  when  under  this  disadvantage, 
two  years'  work  in  each  was  called  for,  though  the  classes  were  small. 

The  year  1891  marks  a  liberal  development  in  the  modern  language 
courses.  In  German  and  French  each  three  courses  were  offered, 
making  a  total  of  twenty  hours  equally  divided,  besides  a  graduate 
course  in  each.     At  the  same  time  two  four-hour  courses  in  Spanish 


222  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

were  catalogued  and  one  in  Italian.  It  is  not  likely  that  all  of  these 
courses  were  taught  that  year.  Soon  the  number  was  increased  by 
offering  some  in  alternate  years. 

Department  of  German. 

As  already  indicated  this  department  first  saw  the  light  as  a 
separate  entity  in  1906,  when  Professor  J.  Rheinhardt  was  put 
in  charge.  After  serving  one  year  he  gave  place  to  Professor  Max 
Lentz,  the  present  incumbent.  His  only  help  consists  of  student 
assistants. 

Of  the  courses  now  offered,  four,  embracing  ten  hours  of  work, 
are  designed  primarily  to  acquaint  the  student  with  a  working 
knowledge  of  the  language.  Of  the  remaining  courses  one  is  devoted 
to  the  leading  poets,  another  to  the  twelfth  and  eighteenth  centuries 
with  a  history  of  German  literature,  another  to  scientific  German  and 
the  last  to  middle-high  German.  The  courses  offered  number  eight 
and  include  twenty  hours  of  work.  A  small  beginning  has  been  made 
in  the  collection  of  a  departmental  library.  The  department  is  now 
one  of  the  largest  in  the  university  in  point  of  numbers,  the  enrollment 
having  exceeded  300  in  1908-09. 

Department  of  Romance  Languages. 

When  the  separation  of  English  and  modern  languages,  so  long 
urged,  was  finally  consummated  in  1906,  Antonio  Marinoni  was  elected 
adjunct  professor  of  Romance  languages  and  put  in  charge  of  the 
department.  This  position  he  still  holds,  having  been  advanced  to 
the  rank  of  full  professor.  He  has  never  had  any  assistance  except 
such  as  is  afforded  by  student  teachers. 

The  courses  in  this  department,  as  now  organized,  embrace  the 
literature  of  the  seventeenth,  eighteenth  and  nineteenth  centuries,  the 
French  drama,  and  modern  poetry.  Eight  different  courses  are  offered, 
embracing  thirteen  hours  of  work.  The  work  offered  in  Spanish  and 
Italian,  six  hours  to  each,  is  designed  first  of  all  as  introductory  and 
secondarily  to  acquaint  the  student  with  the  masterpieces  of  each. 
The  courses  called  for  by  students  in  1908-09  amounted  to  24  hours. 
Since  1906-07  the  number  of  students  in  this  department  has  increased 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  223 

from   150  to   185  in    1908-09.     Three  seniors   elected  their  major  in 
Romance  languages  the  last  named  year. 

The  department  has  received  reasonably  liberal  appropriations, 
$1,500,  since  1907.  It  is  expended  mainly  for  books,  about  600  now 
being  credited  to  the  department. 

Mathematics  axd  Astronomy. 

Mathematics  has  been  forced  into  a  few  alliances,  some  of  which 
were  not  altogether  unnatural.  For  the  first  year  mathematics  and 
English  were  combined  in  name  under  Miss  Mary  Gorton,  but  there 
were  no  college  classes.  General  A.  B.  Pearce  became  professor  of 
mathematics  and  civil  engineering  in  December,  1873,  to  be  succeeded 
by  Colonel  O.  C.  Gray,  who  kept  the  place  under  varying  titles  until 
1884.  For  one  year,  1876-77,  the  department  of  civil  engineering  was 
separated  from  mathematics,  but  the  two  were  combined  again,  the 
second  teacher  being  retained  as  an  adjunct.  This  position  was  held 
for  one  year  each  by  Charles  Waite  and  J.  B.  Gordon.  The  final 
separation  of  the  departments  was  made  in  1879.  Colonel  Gray  was 
retained  in  the  department  of  mathematics  and  also  made  commandant 
of  cadets,  serving  in  both  capacities  until  1884,  when  he  was  relieved 
of  the  latter. 

Upon  the  general  reorganization  of  the  faculty  made  in  1885  logic 
was  combined  with  mathematics  and  E.  H.  Murfee  was  elected  to  the 
chair  thus  created.  Two  years  later  the  subject  of  astronomy  was 
added.  When  Professor  Murfee  became  president  in  August,  1888, 
he  was  succeeded  by  O.  C.  Gray,  who  held  until  1895,  when  he  was 
succeeded  in  turn  by  Harrison  Randolph.  G.  W.  Droke,  who  became 
adjunct  in  the  department  in  1891,  succeeded  Professor  Randolph  in 
1897.  A  year  later  he  succeeded  in  having  the  logic  transferred  from 
his  department,  which  is  now  known  as  that  of  mathematics  and 
astronomy.  B.  J.  Dunn  became  associate  professor  in  1897  and  A.  M. 
Harding  adjunct  professor  in  1907,  and  Miss  Josephine  Droke 
instructor  in  1908.  These  constitute  the  teaching  force  of  the  depart- 
ment at  this  writing. 

The  courses  offered  in  mathematics  for  the  first  several  years 
embraced  algebra,  geometry,  trigonometry,  surveying  and  navigation, 


224  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


conic  sections,  and  analytical  geometry,  all  of  which  were  finished  by 
the  end  of  junior  year.  Calculus  was  soon  added  to  these,  curiously 
enough  required  in  the  B.  A.,  but  not  in  the  B.  S.  course.  For  a  time 
Robinson  was  a  favorite  author,  his  algebra,  geometry,  trigonometry, 
and  surveying  and  navigation  all  being  in  use  at  one  time  (1877-8). 
His  algebra  was  used  as  late  as  1891.  Schuyler,  Loomis,  and  Olney 
were  among  the  other  authors  used  in  early  days,  followed  by  Went- 
worth,  Wells,  Church,  and  Byerly. 

With  the  introduction  of  the  four  difTerent  courses  leading  to  the 
B.  A.  in  1891,  one  of  which  was  based  on  mathematics,  there  was  an 
increase  in  the  amount  of  work  offered.  Hitherto  algebra  had  been 
only  a  freshman  study.  Advanced  algebra  was  now  introduced ; 
also  advanced  analytics,  the  theory  of  equations  and  determinants, 
and  the  theory  least  squares  and  quaternions. 

In  1900  algebra  ceases  to  be  a  requirement  of  all  classes  in  fresh- 
man, though  still  required  of  engineers,  but  more  advanced  courses 
were  offered  from  time  to  time.  At  present,  besides  the  work 
offered  in  freshmen,  one  course  of  two  hours  in  algebra  alone  is 
offered,  three  other  courses  are  presented  in  conjunction  with  other 
subjects,  two  with  analytical  geometry  and  one  with  calculus. 

Several  subjects  in  the  higher  mathematics  were  introduced  by 
Professor  Randolph,  among  them  differential  equations,  theory  of 
surfaces,  modern  synthetic  geometry,  modern  analytical  geometry, 
the  theory  of  substitutions,  and  analytical  mechanics.  Some  of  these 
were  intended  for  graduate  students  only. 

Regular  courses  are  now  offered  in  solid  and  spherical  geometry, 
plane  and  spherical  trigonometry,  analytic  geometry,  differential  and 
integral  calculus,  equations,  analytic  geometry  of  three  dimensions, 
modern  analytical  geometry,  advanced  calculus,  and  differential 
geometry.  None  of  the  work  is  purely  graduate,  though  three  oi 
the  courses  may  be  counted  on  work  for  the  higher  degrees. 

As  now  organized  the  department,  with  three  men,  offers  seventeen 
different  courses  amounting  to  forty-five  hours.  But  several  of  the 
courses  are  substitutions  for  similar  courses  and  could  not  be  taken 
with  profit  by  one  who  has  had  the  other.    Also  six  courses  amounting 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  225 

fourteen  hours  are  catalogued,  but  no  more  than  two  of  these  are 
)flFered  in  any  one  year. 

Astronomy  was  catalogued  from  the  beginning,  one  term  of  three 
lonths  being  devoted  to  it  then.  By  1890  we  are  informed  that  the 
term  is  devoted  "principally  to  descriptive  astronomy,  together  with 
much  Practical  as  possible  in  so  short  a  period."  Also  that  "the 
subject  is  made  interesting  and  profitable  by  the  use  of  maps,  globe, 
astral  lantern,  equatorial  telescope,  sextant  and  solar  compass." 

For  many  years  only  one  course  in  astronomy  was  offered  and  as 
late  as  1896  it  extended  over  only  three  months.  For  one  year,  1898-99, 
even  this  was  omitted,  but  since  then  two  courses  have  been  intro- 
duced. Two  hours  are  devoted  to  descriptive  astronomy  and  two  to 
spherical  and  practical,  the  work  all  being  done  by  Adjunct  Professor 
Harding. 

The  department  has  a  library  of  about  670  volumes,  which  is  the 
pride  of  the  instructors,  and  a  four-inch  telescope  and  a  few  other 
instruments. 

Although  mathematics  was  made  elective  in  1908,  the  department 
has  experienced  no  remarkable  decline.  The  enrollment  for  1906-07 
was  310,  for  1907-08,  356,  and  for  1908-09,  298. 

History  and  Political  Science. 

History  and  political  science  both  were  deemed  of  sufficient 
importance  to  be  at  least  recognized  even  in  the  necessarily  crude  and 
imperfect  organization  effected  the  first  year.  The  first  outline  of 
courses  offered  one  term  of  the  "history  of  civilization"  to  seniors. 
This  arrangement  continued  for  three  years  when  the  amount  of 
history  was  increased  to  two  terms  and  the  subject  was  required  of 
freshmen.  Of  what  this  history  consisted  is  one  of  the  mysteries  not 
to  be  solved  by  any  equations  involving  x,  y  and  z,  for  neither  the 
text-book,  nor  the  instructor  is  known.  The  year  1873-4  throws  a 
little  light  on  the  subject,  for  we  know  that  James  Mitchell  was  then 
professor  of  history  and  English,  but  this  adds  little  to  our  knowledge 
of  the  particular  field  of  history  taught. 

Three  years  later  Professor  Mitchell  disappears,  taking  his  chair 
with  him.  History  was  then  attached  to  the  department  of  ancient 
and  modern  languages  and  English  literature,  presided  over  at  that 


226  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

time  by  Professor  Leverett,  and  Miss  Sallie  E.  Harris  was  designated 
as  adjunct  professor  of  English  literature  and  history.  Few,  if  any, 
changes  seem  to  have  been  made  in  the  work  offered  until  1878-9, 
when  history  ceased  to  be  required  of  freshmen.  Instead  the  junior 
of  the  course  in  "Latin  Letters"  and  in  "English  Letters"  must  take 
one  term  of  ancient  history,  and  one  of  modern  history,  and  the  senior 
must  still  learn  the  history  of  civilization.  It  appears  that  the  history 
was  really  taught  by  Miss  Harris  and  from  her  we  learn  that  an  effort 
was  made  "to  show  clearly  a  connected,  evolving  plan ;  to  deepen 
impression  by  the  study  of  biography;  to  encourage  research  by 
allowing  discussion  of  well-investigated  points ;  to  add  living  interest 
by  bringing  prominently  forward  the  history  of  to-day ;  and,  so  far  as 
within  the  appreciation  of  the  class,  to  make  facts  the  basis  of 
philosophy."  The  history  of  civilization  was  then  taught  by  Professor 
Gates,  the  principal  of  the  normal  department,  and  we  can  imagine 
that  he  philosophized  broadly  on  this  basis,  with  Guizot  and  Flint 
for  inspiration.  Certainly  Guizot  was  used  along  with  Freeman  a  few 
years  later  when  this  course  was  taught  by  Miss  Harris,  who  became 
professor  of  English  and  history  in  1881  and  served  in  that  capacity 
until  1885.  At  the  same  time  history  ceased  to  be  an  appendage  in 
name  to  the  department  of  ancient  languages.  As  far  back  as  1878 
Miss  Harris  had  raised  the  question  whether  United  States  history 
should  be  confined  to  the  preparatory  department.  In  1882  it  was 
announced  that  an  advanced  course  in  this  would  be  required  of 
candidates  for  the  Bachelor  of  English  Letters.  In  1885  a  new 
arrangement  was  made,  ancient  history  being  appended  to  ancient 
languages,  with  Professor  R.  H.  Willis  in  charge,  and  modern  history 
to  English,  French,  and  German  with  Professor  Howard  Edwards  in 
charge.  The  strength  of  the  history  courses  at  this  time  may  be 
gathered  from  the  statement  that  instruction  in  ancient  history, 
extending  through  sophomore,  was  "designed  to  impart  accurate 
knowledge  of  the  events  of  the  period  of  classical  literature,"  and 
that  modern  history  was  taught  in  connection  with  English,  French, 
and  German  and  in  the  classes  studying  those  languages.  Smith's 
Smaller  History  of  Rome  and  Cox's  Smaller  History  of  Greece  were 
used  as  texts  in  ancient  history ;  no  text  was  mentioned  for  modern 
history. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  227 

Soon  there  was  another  shift  and  history  was  sandwiched  in 
between  English  and  modern  languages  (1887)  with  Professor 
Howard  Edwards  in  charge,  and  Miss  R.  W.  Moss  as  assistant 
professor  of  elocution,  English  and  history.  The  work  now  offered 
was  a  general  history  course  in  sophomore  and  was  required  of  all 
taking  the  Young  Ladies'  Course,  optional  with  others,  but  a  year  later 
it  was  required  of  B.  A.'s,  B.  S.'s  and  normals,  and  two  terms'  work 
was  required  in  the  technical  courses.  Fisher's  Universal  History  and 
Labberton's  Historical  Atlas  were  used  as  texts. 

Except  for  the  substitution  of  E.  L.  Fletcher  as  professor  in  1890 
no  change  of  consequence  was  made  until  1891,  when  the  chair  of 
history  and  pedagogics  was  created  and  Professor  J.  F.  Howell  was 
elected  to  fill  it.  From  that  time  on  the  department  of  history  has 
been  a  reality  in  the  university,  though  for  a  time  somewhat  handi- 
capped by  the  above  named  attachment,  and  somewhat  slow  in  laying 
aside  its  swaddling  bands.  The  attachment  continued  until  1898, 
when,  on  the  earnest  recommendation  of  the  president  and  on  motion 
of  Trustee  Futrall,  the  chair  of  history  and  pedagogy  was  abolished. 
In  lieu  thereof  two  chairs  were  created,  one  of  philosophy  and 
pedagogy,  with  a  salary  of  $2,000,  and  one  of  history,  with  a  salary 
of  $1,500.  Professor  J.  W.  Fertig  was  elected  to  fill  the  latter.  A 
year  later  the  same  trustee  moved  to  abolish  the  chair  of  history, 
and  also  of  economics  and  sociology,  and  establish  a  chair  of  history 
and  political  economy.  This  motion  prevailed  and  the  next  day  Dr. 
S.  J.  McLean,  who  had  held  the  chair  of  economics  and  sociology,  was 
elected  to  fill  the  new  chair. 

This  combination  was  caused  partly  by  financial  pressure,  though 
it  was  intended  to  provide  an  assistant.  However,  Dr.  McLean 
protested  against  being  given  the  work  in  history  and  at  a  called 
meeting  of  the  board  held  in  August,  on  motion  of  Trustee 
McDonough,  the  resolution  combining  the  departments  was  rescinded 
and  Dr.  A.  F.  Lewis  was  elected  professor  of  history.  Such  is  his 
title  on  the  faculty  page,  but  the  departments  of  instruction  reveal 
the  fact  that  he  also  had  charge  of  the  work  in  political  science.  The 
departments  have  not  yet  been  separated.  For  1901-2  Dr.  Lewis 
secured  leave  of  absence,  his  place  being  supplied  by  Professor  Arthur 
C.  Barrows.    In  1902  Professor  J.  H.  Reynolds  was  elected.    Down  to 


228  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

1907  all  the  collegiate  work  was  done  by  one  man  because  of  an 
unwillingness  to  turn  over  any  of  the  work  to  student  assistants  or  an 
inexperienced  teacher.  In  1907  an  appropriation  was  secured  for  an 
additional  teacher  and  D.  Y.  Thomas  entered  on  his  duties  as 
associate  professor  in  September  of  that  year. 

The  courses  announced  for  the  first  year  after  the  creation  of  the 
new  department  (1891)  are  somewhat  disappointing,  especially  in  the 
sense  of  proportion.  A  course  in  general  history,  based  on  Myers' 
General  History  and  Montgomery's  England  "with  helpful  books  for 
parallel  reading,"  was  required  of  sophomores  in  all  courses  leading 
to  the  B.  A.  and  B.  S.  The  only  other  courses  offered,  two  in  number, 
were  for  graduates,  one  being  "Advanced  Ancient  History"  and  the 
other  "Advanced  Modern  History."  The  "advance"  was  based  on 
Smith,  Merivale,  and  the  Student's  Gibbon  in  the  former  and  Lodge's 
Modern  Europe,  Jervis'  History  of  France,  Greene's  Short  History  of 
the  English  People,  and  Lewis'  Germany  in  the  latter.  The  following 
year  there  was  a  decided  advance.  Six  courses  were  offered,  one  of 
two  hours  in  constitutional  history,  a  three  hour  course  in  general 
history,  a  one  hour  course  in  English  history,  a  two  hour  course  in 
ancient  history,  a  two  hour  course  in  European  history,  and  a  two 
hour  course  in  American  history. 

The  first  of  these  was  really  a  course  in  political  science  and  its 
development  will  be  traced  in  connection  with  that  subject.  The 
course  in  general  history  was  the  traditional  course,  covering  in 
outline  the  world's  history  from  the  earliest  records  to  the  present. 
It  continued  to  be  offered  until  1899,  when  it  finally  disappeared.  The 
so-called  course  in  English  history,  which  then  was  given  with 
special  reference  to  the  development  of  the  English  language  and 
literature,  more  properly  belonged  to  the  English  department,  but  its 
character  soon  changed  and  out  of  this  has  grown  the  English  history 
courses  now  offered.  Its  first  development  appears  to  have  been  into 
political  history  under  Professor  Howell,  and  then  Professor  Fertig 

(1899)  added  a   course  in   constitutional   history.     Professor   Lewis 

(1900)  combined  these  into  a  two  hours  course  on  constitutional  and 
political  history  and  the  course  was  increased  to  three  hours  by 
Professor  Reynolds  in  1903.  In  1907-8  two  three  hour  courses  in 
English  history  were  provided  to  be  offered  in  alternate  years.     One 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  229 

is  a  general  culture  course  covering  the  whole  period  of  English 
history  and  dealing  with  the  political,  religious,  literary  and  economic 
life  of  the  people.  The  first  term  of  the  second  course  is  a  more 
intensive  study  of  the  same  topics  under  the  Tudors  and  Stuarts, 
while  the  second  traces  the  growth  of  the  British  empire  and  the 
development  of  the  colonial  system. 

The  course  in  ancient  history  was  intended  at  first  for  juniors,  but 
in  1899  it  was  made  a  required  freshman  study.  Since  1902  it  has 
been  offered  mainly  for  the  benefit  of  those  making  Latin  or  Greek 
their  major.  One  term  is  devoted  to  Greece  and  one  to  Rome,  and  the 
course  is  offered  in  alternate  years.  The  year  1892  marked  the  intro- 
duction of  a  course  in  modern  European  history,  beginning  with  the 
so-called  fall  of  Rome.  At  that  time  it  was  offered  for  seniors,  but 
was  made  a  freshman  study  in  1903  and  has  remained  such  ever  since. 
It  is  not  a  required  subject,  but  the  number  of  students  taking  it  has 
shown  a  healthy  growth  from  81  in  1903-04  to  175  in  1908-09. 

Except  for  the  "advanced  course  in  United  States  History"  required 
of  applicants  for  the  B.  Eng.  Let.  in  1882,  no  collegiate  course  in 
American  history  seems  to  have  been  offered  until  1892.  A  two  hour 
course  was  then  offered  to  seniors,  beginning  with  "ancient  America" 
and  including  Canada,  Mexico,  and  South  America.  In  1899  the 
colonial  period  was  dropped  and  the  course  made  one  on  political 
and  constitutional  history.  Some  dissatisfaction  having  arisen  over 
the  teaching  of  this  subject  the  board  interfered  in  1899  and  prescribed 
as  texts  Lee's  Advanced  History  of  the  United  States  and  Curry's 
Southern  States  in  the  American  Union,  but  these  books  were  soon 
found  inadequate  for  a  college  course  and  were  dropped.  In  1903 
the  colonial  period  was  restored  and  the  course  was  lengthened  to 
three  hours.  The  course  then  remained  unchanged  until  1907  when 
the  colonial  period  was  again  dropped,  or  rather  relegated  to  the 
course  on  the  British  empire,  and  two  half  year  courses  of  two  hours 
were  added  for  advanced  students,  one  on  the  period  1763-1789,  and 
the  other  1850-1877. 

Two  other  courses  in  European  history  which  were  first  offered 
in  1900,  the  French  Revolution  and  Napoleon,  and  Europe  in  the 
nineteenth  century,  have  since  had  an  unbroken  career,  except  that 


r^H^ 


w 


> 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  231 

-ihey  have  not  always  been  offered  every  year.  Each  is  a  tw^o  hour 
-course  extending  over  half  a  year.  For  one  year  alone,  1895-6,  half 
year  two  hour  courses  in  French  and  German  history  were  catalogued, 
but  the  strength  of  the  teaching  force  was  not  sufficient  to  keep  them 
up.  A  two  hour  course  in  ecclesiastical  history  was  offered  in  1894 
and  continued  for  three  years.  For  one  year  Professor  Fertig  offered 
a  one  hour  outline  course  in  the  history  of  art.  In  1905  President 
Hartzog  offered  a  course  of  lectures  on  the  history  of  fine  and  applied 
art.  Professor  Lewis  (1899-1900)  offered  a  special  two  hour  course, 
extending  over  half  a  year,  on  the  Renaissance  and  Reformation,  but 
none  of  his  successors  has  repeated  it.  He  also  revived  the  "history 
of  civilization"  for  one  year. 

The  first  outline  of  courses  made  a  reasonably  liberal  allowance 
for  political  science  in  the  senior  year.  One  term  was  devoted  to 
each  of  the  subjects,  Constitution  of  the  United  States,  constitutional 
law,  and  civil  polity.  For  several  years  these  were  regarded  as  a 
necessary  part  of  the  cultural  studies  every  graduate  must  take, 
whether  in  the  arts  or  technical  courses.  A  term's  work  in  international 
law  replaced  constitutional  law  in  1878  and  kept  its  place  until  1884, 
when  all  were  dropped  for  one  year.  Constitutional  law  then 
reappeared,  but  was  again  dropped  in  1887. 

Down  to  this  time  it  is  difficult  to  tell  of  what  particular  depart- 
ment political  science  was  made  an  appendage,  though  it  is  certain 
that  President  Hill  taught  at  least  a  part  of  the  courses  a  part  of  the 
time  (1877-8)  and  that  Professor  Gates  sometimes  taught  "civil 
polity."  In  1885-6  the  statement  is  made  that  "the  work  will  be 
distributed  among  the  different  professors  until  it  shall  be  feasible 
to  create  a  distinct  chair."  In  1889  the  department  of  psychology, 
ethics,  and  political  economy,  in  charge  of  President  Murfee  and  Mr. 
J.  F.  Howell,  offered  a  course  in  civil  government  based  on  Thorpe's 
and  Cocker's  Civil  Government,  Townsend's  Analysis,  and  Anderson 
Manual  of  the  Constitution.  Two  years  later  even  this  was  gone,  but 
it  reappeared  in  1892  under  the  guise  of  "Constitutional  History." 
Judged  by  its  outline  this  course  was  the  germ  of  nearly  all  the 
courses  since  offered  in  political  science.  Beginning  with  "Government 
and  its  origin"  it  passes  through  the  development  of  the  English 
constitution  and  makes  a  study  of  "Government  and  Administration 


\§. 


232  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

in  the  United  States,  National,  State  and  Municipal,"  all  this  in  a  two 
hour  course.  In  1894  this  formidable  outline  was  reduced  to  "Fiske's 
Civil  Government,  lectures  and  readings."  In  1899  it  was  reduced  to 
one  hour  and  in  1903  disappeared  as  such. 

The  course  in  comparative  governments,  which  is  a  study  of  the 
national  constitutions  of  the  leading  states  in  Europe  and  America, 
made  its  appearance  in  1899  as  a  two  hour  course  and  has  enjoyed 
a  continuous  existence  ever  since,  though  reduced  in  1903  to  a  half- 
year  three  hour  course.  After  a  quiescence  of  fifteen  years  international 
law  reappeared  in  1899  and  is  still  offered  for  three  hours  during 
second  term.  Since  1903  a  half-year  two  hour  course  has  been  ofifered 
on  American  state  governments.  For  a  time  it  was  associated  with 
municipal  government  in  the  second  term,  but  in  1908  this  was 
replaced  by  a  course  on  political  parties.  Beginning  in  1904  a  half- 
year  three  hour  course  in  jurisprudence  was  ofifered  for  two  years. 
The  "Political  Philosophers,"  ofifered  in  1902,  was  revived  in  1907 
for  one  year  as  a  history  of  political  theories. 

As  the  work  now  stands  two  men  in  the  department  of  history  and 
political  science  offer  eighteen  hours  of  history  and  five  of  political 
science.  As  some  classes  are  so  large  that  they  have  to  be  divided 
into  sections  it  is  impossible  to  ofifer  all  of  these  courses  every  year, 
but  some  courses  are  made  to  alternate  with  others  in  such  a  way  that 
students  are  enabled  to  get  a  considerable  amount  of  the  work,  if  they 
so  desire. 

The  facilities  for  teaching  these  subjects  have  not  always  been 
the  best,  but  the  teachers  have  at  least  been  alive  to  the  needs  of  the 
department.  After  repeated  requests  for  appropriations  to  buy  books 
and  maps  Miss  Harris  said  in  1882:  "As  well  think  that  mineralogy 
and  botany  can  be  taught  without  specimens,  or  chemistry  without 
illustrative  apparatus  and  materials,  as  that  history  can  be  taught 
without  maps  and  books  of  reference,  or  English  without  actual 
contact  with  the  literature  in  which  the  great  thoughts  'of  master 
spirits'  have  been  'embalmed  and  treasured  up  on  purpose  to  a  life 
beyond  life.'  "  She  thought  it  only  reasonable  that  the  department  of 
history  and  English  should  be  treated  as  liberally  as  the  others. 
Perhaps  her  appeal  bore  fruit.     Six  years  later  we  learn  that  the 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  233 

department  owns  several  "accurate  and  beautiful  maps"  and  that  the 
library  is  "comparatively  rich  in  historicjal  works"  and  is  an 
"invaluable  auxiliary  to  the  work  of  the  course." 

When  he  took  charge  of  the  department  in  1902  Professor 
Reynolds  found  55  books  known  to  belong  to  the  department.  From 
1899  to  1909  $5,600  was  appropriated  for  the  maintenance  of  the 
department,  most  of  which  has  been  expended  for  books,  except  for 
two  years  when  the  fund  was  drawn  upon  for  the  support  of  the 
associate  professor.  Except  for  this  the  greater  part  of  the  fund  has 
been  spent  for  books,  and  several  maps  and  charts.  In  this  way  880 
volumes  have  been  added  to  the  departmental  library.  This  has  been 
very  important  in  that  it  has  enabled  the  teachers  to  use  library 
methods  of  instruction.  As  the  library  grows  this  method  is  used 
more  and  more.  The  lecture  system  is  used  to  a  limited  extent  in  some 
of  the  advanced  classes. 

The  growth  in  attendance  upon  the  courses  of  study  has  been 
noteworthy.  For  the  session  of  1895-6  there  were  139,  in  1899-1900, 
185.  On  the  introduction  of  the  elective  system  there  was  a  falling  off, 
only  81  being  registered  in  1902-3.  Since  then,  however,  the  growth 
has  been  constant  and  rapid.  In  1906-7  the  number  reached  200,  in 
1907-8,  264,  and  in  1908-9,  307. 

The  department  has  rendered  some  noteworthy  services  to  the 
university  and  the  State.  Since  the  coming  of  Professor  Reynolds  it 
has  secured  the  passage  of  a  legislative  act  directing  that  certain 
United  States  and  state  publications  be  turned  over  to  the  library. 
In  this  way  2,000  volumes  were  secured  and  these  will  go  a  long  way 
toward  completing  the  set  of  government  publications.  In  addition 
100  volumes  have  been  secured  from  the  library  of  the  late  Hon.  T.  M. 
Gunter  and  100  from  Mr.  Hugh  Reagan. 

Another  and  important  service  has  been  performed  in  stirring  up 
and  keeping  alive  an  interest  in  Arkansas  history.  In  the  spring  of 
1903  the  professor  of  history  organized  an  historical  society  among 
the  students  which  has  since  evolved  into  the  Arkansas  Historical 
Association.  He  has  served  as  secretary  of  the  organization  since  its 
foundation,  has  edited  its  publications  (two  volumes),  and  has  been 
largely  instrumental  in  securing  the  passage  of  an  act  to  create  a 
history  commission. 


234  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Economics    and    Sociology. 

The  department  of  economics  and  sociology  is  of  comparatively 
recent  origin.  From  the  founding  of  the  university  until  1897,  with 
the  exception  of  tv^o  years  political  economy  seems  always  to  have 
been  assigned  to  the  president,  along  with  other  subjects  belonging 
by  tradition  to  that  office,  such  as  mental  and  moral  philosophy.  For 
two  years  1884-5,  it  was  attached  to  the  chair  of  English,  French, 
German,  and  Modern  history.  At  other  times  when  nominally 
assigned  to  the  president,  it  was  not  always  taught  by  him.  For 
example  in  1886-7  it  was  taught  by  Professor  Murfee,  then  in  the 
department  of  mathematics  and  logic,  and  he  continued  to  teach  it 
after  becoming  president.  His  successor,  Dr.  Buchanan,  did  likewise 
until  the  creation  of  the  separate  department. 

June  13,  1896,  on  motion  of  Trustee  W.  H.  Langford,  a  chair  of 
political  economy  and  sociology  was  created,  to  be  filled  at  the  next 
annual  meeting.  When  the  board  met  again  the  following  June  the 
election  was  postponed  and  the  secretary  and  local  members  were 
instructed  to  solicit  applications.  Dr.  S.  J.  McLean  was  finally 
secured  and  proceeded  to  organize  the  department  in  September. 
Concerning  their  motives  for  establishing  this  department  the  board 
themselves  had  this  to  say : 

"In  all  the  leading  institutions  of  the  country  much  attention  has 
been  given  of  late  years  to  the  study  of  political  economy.  This  subject 
has  been  thrust  forward  into  still  greater  prominence  by  reason  of 
the  fact  that  economic  questions  constituted  the  principal  issue  in  the 
last  presidential  campaign  and  are  again  looming  on  the  horizon 
of  1900. 

In  1897  the  board  organized  the  department  of  economics  and 
placed  Dr.  S.  J.  McLean  in  charge  of  it.  The  great  prominence  and 
popularity  of  the  subject  has  assured  the  success  of  this  department 
from  its  organization.  Dr.  McLean  served  until  1902,  when  he  was 
called  to  Leland  Stanford.  He  was  succeeded  by  Dr  H.  A.  Millis  who 
served  one  year  and  also  went  to  Stanford.  His  successor,  Dr.  C.  H. 
Brough,  is  the  present  incumbent.  In  1907  an  adjunct  professor  was 
added  in  the  person  of  Neil  Carothers,  who  was  made  an  associate  in 
1909. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  235 

Little  political  economy  and  less  sociology  was  offered  the  student 
for  the  first  quarter  century  of  the  history  of  the  university.  For 
many  years  "political  economy"  was  one  of  the  subjects  required  of 
seniors  for  one  term.  The  first  information  that  we  have  concerning 
the  nature  of  the  course  is  that  Perry's  Political  Economy  was  used 
as  a  text,  later  Chapin,  Mill,  Adam  Smith,  and  Say  were  all  mentioned 
along  with  Perry.  The  aim  of  the  teacher  was  "to  give  a  succinct 
statement  of  the  undisputed  principles  of  political  economy,  and  to 
discuss  conflicting  views  with  all  possible  fairness."  This  about  sums 
up  our  knowledge  of  the  character  and  extent  of  the  instruction  in 
economics  previous  to  the  creation  of  the  department. 

When  Professor  McLean  took  charge  in  the  fall  of  1879  he  found 
that  the  schedule  had  been  arranged  without  reference  to  his  work, 
yet  he  organized  several  classes  and  found  them  well  attended, 
especially  by  juniors  and  seniors  whose  time  open  for  electives 
permitted  them  to  take  the  work.  The  following  year  he  was  enabled 
to  effect  a  better  organization  and  offered  one  course  extending 
throughout  the  year  and  six  extending  over  one  term  or  half  the  year, 
making  a  total  of  nine  hours  devoted  to  different  subjects.  It  must 
be  assumed  that  when  only  one  course  was  offered  in  economics  it 
was  of  an  elementary  nature.  Professor  McLean's  first  course, 
principles  of  economics,  was  of  this  character.  He  was  able  to  secure 
for  it  onl}'^  two  hours  but  the  time  has  since  been  lengthened  to  three 
and  elementary  work  in  other  subjects,  such  as  the  labor  problem, 
tariff,  and  trusts,  is  included.  All  of  the  other  courses  introduced  by 
Professor  McLean  are  still  offered,  most  of  them  unchanged,  except 
that  later  professors  have,  of  course,  kept  abrea.st  with  the  most  recent 
literature  on  the  respective  subjects.  Three  hours  each  for  half  a  year 
were  devoted  to  money  and  banking,  taxation  and  finance,  and  railway 
transportation.  All  are  still  offered,  the  second  now  appearing  as 
public  finance  and  the  financial  history  of  the  United  States.  The 
other  courses  introduced  by  Professor  McLean  were  in  the  nature  of 
economic  history.  The  industrial  history  of  America  and  Europe 
since  1763  offered  three  hours  for  half  a  year  has  since  been  modified 
by  dropping  Europe  and  reducing  the  time  to  two  hours.  The  tariff 
history  and  problems  has  been  made  a  three  instead  of  a  two  hour  half- 
year    course.      The    history    of    economic    thought    from    Plato    to 


m 


236  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Aristotle  was  presented  in  some  form  until  1905,  when  it  was  dropped 
altogether. 

Two  other  courses  were  introduced  by  Professor  McLean  before 
leaving,  one  on  commerce,  and  one  on  labor  legislation,  each  a  two 
hour  half-year  course.  The  first  was  changed  by  Professor  Millis  to 
commercial  geography  and  was  dropped  in  1904.  The  second  was 
made  more  general  by  Professor  Millis  under  the  title  "labor  problems" 
and  it  is  still  offered  as  "the  labor  question."  The  "trust  prob- 
lem" first  became  a  reality  to  students  of  the  university  of  1904, 
being  introduced  by  Dr.  Brough.  The  successful  operation  of  the 
Arkansas  anti-trust  law  made  a  separate  course  unnecessary,  but  some 
attention  is  still  given  to  the  general  subject  in  connection  with  other 
subjects.  The  financial  history  of  the  United  States,  introduced  by 
Professor  Millis  as  a  three  hour  half-year  course,  was  merged  in  1906 
with  the  course  on  public  finance. 

Two  distinctly  economic  courses  have  been  introduced  by  Dr. 
Brough,  both  three  hour  full-year  courses.  "One  relates  to  insurance, 
modern  advertising  and  trust  finance,  and  one  to  the  economic 
problems  of  the  present.  The  last  is  carried  on  by  means  of  lectures, 
debates,  and  discussions.  The  total  work  in  economics  now  amounts 
to  fifteen  hours.  Dr.  Brough  has  also  introduced  some  courses  which 
belong  to  the  realm  of  law  rather  than  to  that  of  economics,  though 
related  to  the  latter.  A  course  on  "law,"  dealing  with  corporations, 
contracts,  etc.,  was  offered  in  1904,  but  replaced  the  following  year 
by  one  three  hour  course  on  business  law,  which  is  still  offered  for 
three  hours  during  the  year.  Since  1908  a  three  hour  course  in 
engineering  law  has  been  offered  for  the  benefit  of  students  in 
technology.    The  work  in  law  amounts  to  six  hours. 

Although  "social  science"  was  included  in  the  first  outline  of  ty 
B.  A.  course,  about  all  we  know  concerning  sociology  previous  to  189^ 
is  that  it  was  taught  by  means  of  lectures  in  1884-5,  probably  bj 
President  Edgar.  After  he  ceased  to  be  president  the  subject  was  n( 
mentioned  again  until  the  department  of  economics  and  sociology  w« 
created. 

During  his  incumbency  in  this  chair  Professor  McLean  offered 
two   courses,  one  of  an   elementary  character  on   the   principles  of 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  237 

sociology,  the  other  on  the  problems  of  social  growth,  each  a  two 
hour  half  year  course.  The  first  is  still  offered.  The  second  gave 
place  in  1903  to  social  pathology  and  this  in  turn  in  1905  to  modern 
methods  of  charity.  In  1904  Dr.  Brough  introduced  a  course  on 
socialism,  which,  as  socialism  and  social  reform,  is  still  offered.  The 
total  work  in  sociology  now  amounts  to  four  hours. 

A  good  working  library  of  approximately  500  volumes  has  been 
collected  and  is  being  increased  as  rapidly  as  funds  will  admit. 

The  department  has  grown  steadily  since  its  organization.  The 
number  of  students  enrolled  in  1SK)2  was  103.  In  four  years  this 
number  had  risen  to  225  and  by  the  close  of  1908-9  to  275.  This 
year  there  were  twelve  seniors  making  their  major  in  this  department. 

Chemistry. 

This  department,  like  most  others  that  are  now  single,  was  a  long 
time  in  securing  a  final  decree  of  separation,  though  it  had  the 
advantage  of  starting  with  a  separate  existence.  In  1873  the  board 
resolved  to  create  the  chair  of  theoretical  and  applied  chemistry  and 
elected  Professor  T.  L.  Thompson,  of  Iowa,  to  fill  it.  Previous  to  this 
time  it  is  not  probable  that  any  chemistry  had  been  taught  in  the 
university  by  anybody.  Professor  Thompson  began  work  in  October, 
1873,  and  served  until  his  death  in  February,  1875.  The  chair  was  left 
vacant  the  rest  of  the  year,  but  it  is  probable  that  the  work  was 
divided  among  the  other  professors,  as  student  assistants  were 
employed  in  the  preparatory  department  after  Professor  Thompson's 
death. 

At  the  June  meeting  of  the  board  Professor  F.  L.  Harvey,  also  of 
Iowa,  was  elected  to  the  chair  of  theoretical  and  applied  chemistry, 
but  two  years  later  the  name  was  changed  to  natural  science  and 
chemistry.  In  1879,  on  motion  of  Trustee  Royston,  an  adjunct 
professorship  was  authorized  and  C.  P.  Conrad,  was  chosen  to  fill  the 
position.  This  action  gave  the  department  of  natural  science  and 
chemistry  two  out  of  a  faculty  of  eight  in  the  collegiate  department, 
not  counting  the  professors  of  music  and  of  military  tactics. 

In  1881  the  work  in  science  was  divided  into  two  departments. 
Professor  Harvey  taking  that  of  biology  and  geology  and  Professor 


238  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Conrad  that  of  chemistry  and  physics.  The  latter  served  until  1885 
when  he  was  swept  away  in  obedience  to  the  demand  of  the  legislature 
for  a  tabula  rasa  of  the  faculty  slate.  In  obedience  to  the  demands  of 
that  same  body  for  a  reduction  of  the  teaching  force  the  departments 
were  again  combined  and  George  D.  Purinton  was  elected  professor 
of  chemistry,  mineralogy,  geology,  and  biology.  Two  years  later  the 
duties  of  superintendent  of  agriculture  were  added  to  the  department, 
whereupon  Professor  Purinton  resigned  and  was  succeeded  by 
Professor  A.  E.  Menke  (August,  1887)  and  S.  S.  Twombly  was 
associated  with  him  as  adjunct  professor. 

In  1891  physics  was  substituted  for  mineralogy,  geology,  and 
biology  and  in  1897  the  superintendency  of  agriculture  was  finally 
detached.  The  alliance  with  physics  was  kept  up  until  1905,  when  that 
subject  was  detached  and  chemistry  became  a  separate  department. 

Professor  Menke  served  until   1902,  when  he  was  succeeded  by 

A.  M.  Muckenfuss.  When  the  latter  returned  to  Mississippi  in  1905 
he  was  succeeded  by  C.  G.  Carroll.  Adjunct  Professor  Twombly 
served  until  December,  1888.  The  following  August,  C.  B.  Colling- 
wood,  who  was  already  connected  with  the  experiment  station,  was 
elected  to  take  his  place,  giving  way  in  turn  to  G.  L.  Teller  in  1890. 
A  year  later  he  was  succeeded  by  W.  B.  Bentley,  who  was  raised  to 
the  rank  of  associate  in  1894  and  served  until  1900,  when  he  was 
called  to  the  Ohio  State  University.  P.  H.  Walker  then  served  two 
years,  giving  place  to  L.  H.  Rose  and  he  in  turn,  after  two  years,  to 
H.  E.  Morrow,  the  present  incumbent. 

Naturally  the  first  course  in  chemistry  ofifered  by  Professor 
Thompson   (1873)  was  of  an  elementary  character.     Students  in  the 

B.  A.  course  were  required  to  pursue  the  study  two  terms  (six 
months),  others  one  or  two  terms  more.  Some  experimental  work 
was  made  possible  from  the  beginning  by  the  at  the  time  generous 
appropriation  of  $500  made  by  the  board  of  trustees  for  the  purchase 
of  apparatus.  By  1878  the  information  with  regard  to  the  work  is  a 
little  more  definite.  Chemical  physics  was  then  studied  for  one  term 
as  introductory  to  the  longer  course  in  organic  (or  general)  chemistry. 
Three  hours  a  week  were  devoted  to  recitations  and  lectures  and  ten 
to  laboratory  work,  about  three  hundred  experiments  being  performed 
by  the  students.     Besides  his  texts  the  student  had  access  to  a  few 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  239 

I  works  of  reference,  such  as  Watts'  Chemical  Dictionary,  Wagner's 
Chemical  Technology,  Fresenius',  Liebig's,  Caldwell's,  Johnston's, 
and  Johnson's  works. 

The  increase  of  the  teaching  force  made  in   1879  made  possible 

additions  to  the  work  in  chemistry.    Analytical  chemistry  was  offered, 

one  term  in  qualitative  analysis  to  juniors  and  one  in  quantitative 

analysis  to  seniors.     The  latter  could  also  take  industrial  chemistry 

throughout  the   year,   and   a   course   in   agricultural    chemistry   was 

;  offered  to  students  in  agriculture.     Except  that  industrial  chemistry 

'  was  dropped  for  one  year  (1882-83)  practically  no  changes  were  made 

,  until  the  radical  faculty  changes  of  1885  made  necessary  a  reduction 

in  the  amount  of  work  offered. 

The  matter  of  teaching  force  was  not  the  only  difficulty  which  had 
:  to  be  confronted.  In  reviewing  the  situation  Professor  Conrad  said 
(1885)  that  the  difficulties  were:  "(a)  Lack  of  students  required  to 
take  the  regular  course  in  analytical  chemistry ;  (b)  lack  of  time  for 
its  introduction  as  part  of  the  general  course  in  chemistry — one  year, 
and  this  sophomore,  being  allowed  in  which  everything  is  to  be 
.  learned ;  (c)  lack  of  a  suitable  room  in  which  students  could  pursue 
I  their  work  at  all  seasons  free  from  interference  by  weather  or  other 
accident  and  in  close  proximity  to  which  chemicals  and  supplies  could 
be  stored  and  necessary  apparatus  made  available."  He  was  further 
of  opinion  that  "the  principles  of  the  science  of  chemistry  and  the 
applications  of  these  in  reasoning  upon  chemical  phenomena  were 
beyond  the  powers  of  the  average  sophomore  student  in  attendance 
here"  and  recommended  simpler  methods  of  teaching,  beginning  with 
Appleton's  series  in  freshman  and  extending  the  general  course 
through  sophomore  and  junior. 

Though  not  allowed  to  carry  out  his  own  recommendations  Pro- 
fessor Conrad  had  the  satisfaction  of  knowing  that  they  were  accepted 
and  acted  upon  at  least  in  part.  The  Appleton  series  was  adopted  and 
some  very  elementary  chemistry  was  taught  in  the  sub-freshman 
"science."  The  board  appropriated  $1,000  to  fit  up  a  laboratory  in 
a  suite  of  rooms  on  the  third  floor  of  the  main  building.  The 
laboratory  was  supplied  with  the  common  necessities  and  provided 
accommodations  for  thirty  students.  Three  courses  were  offered,  but 
only  two  were  called  for  the  first  year  after  reorganization. 


240  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

From  this  time  on  for  several  years  the  alliance  with  agriculture 
showed  its  influence  in  the  character  of  the  courses  offered.  In  1890 
out  of  six  courses,  only  two  belonged  to  pure  science,  the  others  being 
related  to  agriculture  and  technology.  The  general  reorganization  of 
the  courses  of  study  made  the  following  year  affected  this  department 
also,  though  there  was  no  change  in  its  head.  Five  courses  were  now 
offered,  amounting  to  fourteen  hours,  practically  all  in  the  realm  of 
pure  science.  By  1902  the  number  had  increased  to  fourteen  and  the 
hours  to  at  least  thirty,  though  the  alliance  with  physics  had  not  yet 
been  broken.  At  present  the  department  offers  twenty-one  courses, 
some  of  which  extend  over  only  half  the  year,  amounting  to  at  least 
thirty-six  hours.  The  new  features  introduced  by  Dr.  Carroll,  the 
present  incumbent,  are  physical  chemistry,  history  of  chemistry, 
chemical  colloquium,  and  journal  meeting.  In  some  courses  the 
lecture  and  recitation  work  is  separated  from  the  laboratory  work  so 
that  students  may  take  one  or  both  and  the  amount  of  credits  will 
depend  on  the  amount  of  laboratory  work  done.  The  total  work 
offered  amounts  to  48  hours. 

In  1895,  upon  the  recommendation  of  Professor  Menke,  the  board 
created  a  chair  of  pharmacy  in  connection  with  and  under  the  direction 
of  the  department  of  chemistry  and  elected  W.  R.  Lamar  to  take 
charge.  The  legislature  of  1909  authorized  the  board  to  create  such  a 
department,  if  the  druggists  of  the  state  would  supply  the  necessary 
funds. 

The  department  of  chemistry  is  one  of  the  best  equipped  in  the 
university.  It  occupies  a  separate  building,  two  stories  high,  built  of 
brick,  at  a  cost  of  $8,000.  It  has  received  appropriations  amounting 
to  $7,000  since  1905,  the  appropriation  for  1909  being  $3,000.  These 
funds  are  expended  mainly  for  apparatus  and  chemicals  and  for  books 
and  periodicals.  The  apparatus  and  chemicals  now  on  hand  are  valued 
at  $5,000.  In  the  second  floor  of  the  building  is  a  lecture  room  which 
will  accommodate  one  hundred  and  twenty  students.  The  laboratorie| 
will  accommodate  one  hundred  and  forty-four  students  in  Chemistry 
thirty-two  in  Chemistry  5,  and  from  four  to  fifteen  in  the  other  coursed 

The  library,  though  not  imposing  in  size,  is  modern  and  highly 
useful  though  some  of  the  volumes  are  out  of  date.    It  comprises  4? 
bound  volumes  and  75  unbound  volumes  of  journals,  dating  for  the 


242  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

most  part  since  1904.  Of  the  journals  devoted  to  chemistry  it  receives 
regularly  seven  published  in  German,  three  published  in  French,  and 
six  published  in  English,  all  of  which  are  familiar  to  specialists  in 
chemistry.  Standard  treatises  are  added  from  time  to  time  as  funds 
will  allow.  Among  the  recent  additions  may  be  mentioned  Beilstein's 
Handbuch  der  organischen  Chemie ;  Ostwald's  Lehrbuch  der  allge- 
meinen  Chemie ;  Abegg's  Handbuch  der  anorganischen  Chemie ; 
Margosche's  Die  Chemische  Analyse. 

The  enrollment  in  the  department  has  ranged  from  175  in  1904-5 
to  220  in  1906-7  and  150  in  1908-9.  In  the  last  year  the  regulation 
requiring  preparatory  physics  as  a  prerequisite  to  chemistry  went  into 
effect  and  this  accounts  for  at  least  a  part  of  the  decrease.  Of  the 
forty-eight  hours  of  work  offered  in  1908-9  thirty-seven  hours  were 
called  for  by  students. 

Biology. 

Considerable  work  in  biology  was  required  in  some  courses  from 
the  beginning,  but  it  is  not  known  who  taught  it  previous  to  1887, 
when  "natural  science"  was  added  to  the  department  of  chemistry, 
then  held  by  Professor  F.  L.  Harvey.  In  1879  Professor  C.  P.  Conrad 
was  associated  with  Professor  Harvey,  but  two  years  later  the  work 
was  divided  and  Professor  Harvey  took  the  department  of  biology 
and  geology.  The  new  department  continued  its  separate  existence 
until  1885  when,  in  obedience  to  the  demand  of  the  legislature  that 
the  faculty  be  "reduced  to  the  number  required  to  meet  the  necessity 
according  to  the  number  of  pupils  in  the  Collegiate  Department," 
it  was  again  combined  with  chemistry  under  Professor  George  D. 
Purinton.  Two  years  later  it  was  divorced  from  chemistry  and 
attached  to  physics,  which  had  not  even  been  mentioned  since  1885, 
and  put  in  charge  of  Professor  F.  W.  Simonds,  but  this  attachment 
was  of  brief  duration,  physics  being  dropped  at  the  end  of  the  year. 
In  December,  1890,  J.  F.  McNeil  became  professor  of  biology  and 
geology,  vice  F.  W.  Simonds  resigned,  and  served  until  1899. 
(Meantime  (1897)  geology  was  separated  and  the  department  of 
biology  was  recognized  as  a  separate  entity.  Professor  F.  W.  Pickell, 
the  present  incumbent,  took  charge  in  1899.  From  the  beginning 
a  year's  work  in  botany  was  required  of  agricultural  students,  one  term 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  243 

of  classical  and  engineering  students  and  one  term  of  zoology  was 
required  of  agricultural  students.  After  "natural  science"  was  added 
to  the  department  of  chemistry  the  work  in  biology  was  described 
a  little  more  in  detail.  The  course  in  biology  was  said  to  begin  in 
the  preparatory  department  with  physiology.  This  was  elementary, 
laying  the  foundation  for  comparative  zoology  in  the  second  term 
of  sophomore.  Freshmen  devoted  one  term  to  elementary  botany 
and  sophomores  one  term  to  cryptogamic  and  economic  botany. 

Upon  the  creation  of  the  department  of  biology  in  1881  this  same 
work  was  continued  and  then  was  added  a  term's  work  in  advanced 
physiology ;  also  a  term  of  laboratory  work  in  advanced  biology.  After 
the  legislative  quake  of  1885  entomology  was  included  with  the 
foregoing  under  the  general  head  of  biology  and  comparative 
anatomy  and  physiology  were  treated  as  ''preparatory  to  the  study 
of  stock-breeding." 

By  1891  the  work  in  botany  had  increased  to  two  courses  of  four 
hours  each  and  a  course  in  laboratory  work  of  indefinite  amount,  and 
three  courses  in  zoology  amounting  to  twelve  hours.  Introductory 
to  this  was  a  course  in  general  biology  for  freshmen,  consisting  of 
three  hours  of  class-room  work  and  six  of  laboratory.  Entomology 
and  horticulture  were  still  looked  after  by  this  department,  twelve 
hours  or  more  being  devoted  to  the  two. 

As  now  organized  the  department  offers  nine  courses  extending 
over  thirty  hours,  though  not  all  can  be  given  in  one  year  with  the 
present  teaching  force.  They  deal  with  general  biology,  botany, 
and  nature  study,  bacteriology,  general  zoology,  comparative  anatomy 
of  vertebrates,  animal  histology  and  embrA'ology,  and  physiology. 

The  number  of  students  taking  biolog}^  has  increased  from  56  in 
1899-1900  to  115  in  1908-9.  The  number  of  seniors  making  their 
major  in  biology  has  increased  from  two  in  1905-6  to  nine  in  1908-9. 

Since  1903  the  department  has  received  and  expended  $2,719. 
It  has  been  used  to  purchase  books  and  periodicals  and  laboratory 
apparatus  and  material.  The  department  has  only  415  volumes.  The 
laboratory  instruments  now  belonging  to  the  department  are  valued 
at  $2,500.00,  but  are  not  considered  adequate  to  present  needs.  Many 
specimens  of  animal  and  plant  life  have  been  collected  from  various 
parts  of  the  United  States. 


244  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Geology  and  Mining. 

The  formative  history  of  this  department  down  to  1896  has  already 
been  related  in  connection  with  that  of  the  department  of  biology. 
In  1896  A.  H.  Purdue  was  elected  associate  professor  of  geology  and 
curator  of  the  museum.  He  was  made  full  professor  two  years  later, 
and  the  subject  of  mineralogy  was  added  to  the  department.  In  1903 
the  department  was  designated  as  that  of  geology  and  mining.  In 
1905  the  teaching  force  was  increased  by  the  addition  of  A.  A.  Steel 
as  associate  professor  of  geology  and  mining. 

A  step  toward  the  separation  of  the  subjects  was  taken  in  1909 
when  Professor  Purdue  was  designated  head  of  the  department, 
professor  of  geology  and  curator  of  the  museum,  and  Professor  Steel 
was  made  professor  of  mining. 

Some  work  in  physical  geography,  geology,  and  mineralogy  was 
required  from  the  beginning  of  the  university,  one  term  being  devoted 
to  each  subject.  By  1878  we  learn  that  juniors  studied  mineralogy 
in  connection  with  lithological  geology  and  that  they  also  gave 
one  term  to  dynamical  and  historical  geology.  Dana's,  Cornell's 
Guyot's,  Lyell's  and  Warren's  books  were  in  use,  as  well  as  the 
geological  surveys  of  many  of  the  states  and  also  government  reports. 
Field  excursions  early  became  a  regular  part  of  the  course. 

About  the  only  change  made  in  this  department  upon  the  creation 
of  the  department  of  biology  and  geology  in  1881  was  the  addition  of 
a  little  economic  geology.  When  combined  with  chemistry,  physical 
geography  and  mineralogy  were  dropped.  In  1892  only  one  course 
of  three  hours  was  offered,  although  Adjunct  Professor  Meek  had 
been  added  to  the  departmental  force,  but  the  next  year  two  other 
courses  were  introduced,  one  in  historical  geology  and  paleontology, 
and  one  in  agricultural  geology.  The  work  in  geology  now  amounte<^ 
to  about  nine  hours  of  lectures  and  recitations  and  at  least  twelv* 
hours  of  laboratory  and  field  work.  « 

The  work  was  now  taught  by  Professor  Meek  who,  by  1895,  had 
rearranged  the  courses  somewhat  and  had  introduced  petrography. 
When  Professor  Purdue  took  charge  in  1896  he  offered  a  two-hour 
.course  in  physiography,  three  hours  in  general  geology  and  continental 
evolution,  three  in  economic  geology,  one  in  practical  geology,  two  in 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  245 

paleontology,  two  in  crystallography  and  mineralogy  and  field  and 
special  work  of  an  indefinite  amount.  The  hours  now  offered  have 
been  increased  to  fifteen,  but  paleontology  has  disappeared  as  a 
separate  course  and  practical  geology  has  advanced  from  one  to  a 
three-hour  course. 

Although  the  department  was  designated  as  that  of  geology  and 
mining  in  1903,  no  courses  in  mining  were  announced  until  1904,  when 
the  teaching  force  was  augmented  by  the  addition  of  Associate 
Professor  Steel.  The  work  in  mining  was  all  arranged  by  him  and 
has  been  given  by  him  ever  since.  There  were  eight  different  courses, 
only  one  of  which  extended  throughout  the  year,  making  a  total  of 
eleven  and  one-half  hours.  They  dealt  with  details  of  mining 
operations,  mining  methods,  mine  plant  and  administration,  engineer- 
ing problems  of  mines,  mine  examinations  and  reports,  and  ore 
dressing.  These  courses  have  remained  practically  unchanged.  Pro- 
lessor  Steel  has  also  added  two  allied  courses,  one  in  general 
metallurgy  and  one  in  assaying,  the  two  amounting  to  four  and 
one-half  hours.  In  connection  with  the  new  general  course  leading  to 
iSie  degree  of  B.  S.  in  Cement  Engineering,  which  was  proposed  by 
him,  he  has  introduced  two  courses  in  cement  amounting  to  five 
hours.  The  first  is  an  introductory  course  dealing  with  cement 
manufacture  and  methods  of  handling  the  materials,  while  the  second 
presents  a  critical  study  of  cement-making  machinery,  methods  of 
mixing  materials,  etc. 

The  growth  in  the  number  of  students  in  this  department  has  been 
steady  and  constant.  In  1896-97  there  were  thirteen,  in  1908-09,  148. 
The  number  has  never  been  smaller  in  any  year  than  it  was  the 
preceding. 

Since  1897  the  department  has  received  $11,900  in  special  appro- 
priations and  has  expended  it  for  equipment,  supplies  and  books. 
The  library  has  grown  from  250  volumes  to  1,950,  and  1,500  pamphlets, 
all  of  which  may  be  classed  as  useful.  The  laboratory  equipment  is 
fairly  adequate  to  the  present  needs. 

The  department  has  been  active  outside  the  class  room  and 
labo^ato^}^     It  has  examined  and  reported  on  thousands  of  mineral 


246  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


,3! 

Specimens,  has  stimulated  federal  and  state  geological  work  and  hj* 
been  the  chief  cause  of  the  reestablishment  of  the  state  geologicj 
survey. 

Philosophy  and  Pedagogy. 

For  a  brief  season  after  the  founding  of  the  university  the  hearts 
of  philosophy  and  pedagogy  beat  in  unison,  but  they  soon  separated, 
and  for  many  years  the  former  pursued  the  somewhat  uneven  tenor  of 
his  way  in  philosophical  single  blessedness.  Pedagogy  also  pined 
alone  until  finally  consoled  in  the  arms  of  history.  This  made 
philosophy  jealous  and,  forgetting  to  be  philosophical,  he  assumed  t^|| 
role  of  suitor  and  finally  won  over  pedagogy,  after  securing  her ' 
divorce  from  staid  old  history,  so  that  now  they,  too,  are  enjoying  a 
state  of  mental  repose  together. 

In  plainer  language  the  story  is  this.  When  the  university  was 
founded,  N.  P.  Gates,  the  acting  president,  was  professor  of  mental 
and  moral  philosophy  and  principal  of  the  normal  department.  In 
December,  18Z3,  he  gave  place  to  A.  W.  Bishop  as  president,  but 
retained  his  position  in  the  normal.  From  that  time  imtil  1898,  with 
the  exception  of  one  year,  following  a  tradition  which  was  only 
beginning  to  be  broken  down,  philosophy  was  always  assigned  to  the 
president.  When  General  Bishop  resigned  in  1874  Professor  Gates 
again  became  acting  president,  but  philosophy  was  not  mentioned 
at  all.  The  following  year  he  was  designated  professor  of  political 
economy  and  civil  polity,  B.  J.  Borden  serving  as  professor  of  mental 
and  moral  philosophy.  Upon  the  election  of  General  D.  H.  Hill  in 
1876  the  work  was  again  associated  with  the  presidency,  now  as 
mental  and  moral  science.  From  1884  to  1886  it  was  handled  by 
President  George  M.  Edgar.  For  a  time  then  the  vacant  presidentipj 
chair  was  supposed  to  look  after  this  subject  and  the  ancient  languages  ! 
along  with  it,  but  was  to  be  provided  with  an  assistant.  For  a  while 
Professor  E.  H.  Murfee,  of  the  department  of  mathematics  and  logic, 
acted  as  president  and  finally  became  president  and  professor  of 
psychology  and  ethics.  In  1894  he  was  succeeded  by  Dr.  J.  L. 
Buchanan,  who  retained  the  same  professorial  title  until  1900,  thougii 
the  department  of  philosophy  and  pedagogy  was  created  in  1898. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  247 


Down  to   1884  logic  seems  to  have  belonged  to  the  president's 

f  department.  From  that  time  until  1884  it  was  regai-ded  as  an 
appendage  of  the  department  of  mathematics.  With  the  exception  of 
1875-76,  N.  P.  Gates  served  as  principal  of  the  normal  department  from 
its  first  organization  until  1884.  The  one  year  he  was  president  Miss 
Mary  Gorton  was  principal.  During  1884-85  work  in  this  department 
was  practically  suspended.  In  1885  J-  F.  Howell  became  principal  of 
the  normal  department  "and  ex-officio  principal  of  the  preparatory 
Mary  Gorton  was  principal.  During  1884-85  work  in  this  department 
s  was  found  to  interfere  with  the  development  of  the  normal  and  two 
K  years  later  his  title  was  changed  to  "senior  assistant  and  instructor  in 

•  pedagogy."  At  the  same  time  he  ceased  to  be  a  member  of  the 
faculty.  Such  was  his  status  until  1891,  when  he  again  entered  the 
faculty   as   professor   of   history   and   pedagogy.     This    position    he 

^  retained  until  1898. 

Upon  the  union  of  philosophy  and  pedagogy  in   1898  Professor 

Junius  Jordon  was  elected  to  take  charge  of  the  department  and  of 

M  the  work  leading  to  the  normal  certificate.    In  1902  he  was  succeeded 

«by  Dr.  W.  S.  Johnson,  the  present  incumbent.     Four  years  later  he 

*  was  given  an  assistant  in  the  person  of  Miss  Augusta  Nelken  as 
training  teacher  in  charge  of  the  model  school.  Since  1907  Miss  Rose 
Bland  has  held  this  position. 

From  the  founding  of  the  university  one  of  the  departments  out  of 
which  the  present  department  of  philosophy  and  pedagogy  was  evolved 
was  in  name  at  least  a  favored  child ;  in  reality  at  times  a  step-child. 
The  act  founding  the  university  made  specific  mention  of  a  normal 
department.  The  first  acting  president  as  principal  of  the  department 
was  supposed  to  have  been  favorable  to  it.  In  his  inaugural  address 
President  Bishop  declared  that  such  a  department  was  inferior  to  no 
other  in  general  importance  and  one  that  was  especially  needed  to 
instruct  and  train  teachers  for  the  common  schools  of  the  State.  In 
favor  of  this  department  its  students  were  exempted  from  the  require- 
ment placed  on  others  to  take  work  in  agriculture  and  mechanics  and 
the  number  of  beneficiaries  was  made  equal  to  the  number  in  all  other 
departments. 

The  general  normal  courses  leading  to  degrees  are  described 
elsewhere.  The  only  distinctly  normal  or  pedagogical  work  offered 
at  first  consisted  of  a  year  in  methods  of  teaching  and  an  indefinite 


248  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

amount  of  practice  teaching.  When  Professor  Gates  was  reheved 
of  the  presidential  duties  he  added  a  term's  work  in  the  theory  and 
art  of  teaching  and  required  some  essays  on  mental  development. 
Normal  students  had  all  the  time  been  required  to  take  philosophy. 
While  Miss  Gorton  was  principal  a  term's  work  was  added  on  the 
relation  of  the  school  to  the  state. 

In  1875  the  president  (Gates)  could  "point  with  pride  to  the  growth 
of  the  normal"— 10  students  in  1872,  29  in  1873-74,  and  56  in  1874-75, 
"a  gain  of  nearly  one  hundred  per  cent,  over  the  previous  year."  Of 
the  fifty-six,  thirteen  had  begun  teaching  since  June,  yet  he  had  to 
confess  that  there  had  been  a  shameless  abuse  of  the  department  by 
students  entering  to  avoid  the  payment  of  tuition. 

Professor  Gates  was  relieved  of  presidential  duties  in  1877,  yet  there 
was  practically  no  change  in  the  amount  or  character  of  the  peda-  | 
gogical  work  ofifered.  However,  it  should  be  remembered  that  he 
was  called  on  to  teach  subjects  belonging  to  other  departments.  As 
late  as  1882  he  gave  only  three  hours  a  week  to  normal  work  and  this 
amount  does  not  seem  to  have  been  increased  any  during  his 
connection  with  the  department. 

During  this  period  the  growth  in  students  can  not  be  said  to  have 
been  healthy  and  encouraging.  For  1875-76  there  were  30  of  collegiate 
grade  and  21  preparatory,  while  there  were  55  collegiate  students  in 
the  course  in  general  science  and  literature  out  of  a  total  enrollment 
of  270.  The  following  year  the  change  was  slightly  to  the  advantage 
of  the  normals.  In  1875  there  were  10  graduates  in  the  normal,  3  in 
1876,  and  6  in  1877,  but  no  more  for  ten  years.  For  this  period,  with 
the  exception  of  one  ,year,  no  attention  was  paid  to  normal  students 
in  making  up  the  catalogue,  but  we  learn  from  other  sources  that 
there  were  some — 82  out  of  a  total  of  441,  of  whom  120  were  collegiate, 
in  1880-81,  and  only  69  out  of  363  in  1881-82,  of  whom  88  were  in  the 
college.  These  facts  indicate  that,  while  the  enrollment  did  not  show 
a  decided  falling  oflf  as  compared  with  other  departments,  the  work  -* 
was  not  pursued  with  great  seriousness,  there  being  no  graduates. 
When  Colonel  Edgar  assumed  the  presidency  he  expressed  surprise 
at  the  condition  of  the  normal  department  and  sought  an  explanation 
from  his  associates  in  the  faculty.     His  questions  implied  that  there 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  249 

had  been  difficulty  in  "coordinating  the  normal  department  to  the 
other  departments"  and  that  it  had  not  been  efficient  and  popular. 
A  previous  report  of  the  committee  of  visitors  had  implied  the  same 
thing. 

Professor  Edmiston's  explanation  was  that  it  was  due  to  in  part 
to  the  excessive  modesty  and  lack  of  self-assertion  on  the  part  of  the 
principal  and  to  the  well  known  coolness,  not  to  say  hostility,  of  the 
president  toward  both  the  department  and  its  principal.  Professor 
Gray  concurred  in  this  opinion,  saying  that  no  proper  place  had  been 
given  the  normal  work  on  the  daily  program,  it  being  first  pushed  oil 
into  a  corner  and  finally  out  of  the  university.  Another  explanation 
offered  by  Professor  Edmiston  was  that  the  courses  offered  were 
not  such  as  to  appeal  to  the  students.  Within  recent  years  there  had 
been  no  regular  students  of  collegiate  grade  in  the  normal,  though  a 
few  had  taken  "methods"  when  not  too  crowded  with  other  work. 
He,  with  Professors  Welch  and  Gray,  did  not  think  a  strictly  normal 
department  was  practicable  in  conjunction  with  the  literary  and 
scientific  work  of  a  college,  where  the  students  took  other  than  normal 
work  with  the  regular  and  suggested  the  establishment  of  a  chair  of 
pedagogy  to  "teach  how  other  men  teach  and  work."  Professor  Gray 
thought  the  work  should  be  relegated  to  the  preparatory  department. 

An  effort  seems  to  have  been  made  to  carry  out  the  last  suggestion. 
The  "normal  professor"  was  made  ex-officio  principal  of  the  prepara- 
tory department,  thus  reviving  the  normal  department,  which  had  been 
quiescent  for  a  year.  Thirty-five  now  enrolled  as  normal  students, 
fifteen  in  college  and  twenty  in  the  preparatory.  The  former  studied 
Hewitt's  Pedagogy  and  Parker's  Talks  on  Teaching  three  times  a 
week ;  the  latter  the  first  three  books  of  Kellogg's  School  Management 
five  times  a  week.  At  the  end  of  two  years  the  faculty  invented  a 
new  scheme  of  classes  which,  it  was  thought,  would  insure  the  perfect 
coordination  of  the  normal  with  the  other  departments,  and  the 
connection  of  the  normal  with  the  preparatory  department  ceased,  but, 
at  the  same  time,  the  head  of  the  normal  ceased  to  be  a  member  of 
the  faculty. 

The  most  noteworthy  immediate  result  seems  to  have  been  the 
dropping  of  pedagogy  out  of  the  course  for  a  year,  but  it  was  restored 
in  1887  on  petition  of  the  students.     Normal  instruction  was  then 


250  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

begun  in  sub-freshman  and  completed  in  sophomore.  Psycholo 
which  was  presented  to  the  sub-freshmen  in  outhne,  was  made  the* 
basis  of  technical  instruction.  We  are  told  that  students  were 
"encouraged  and  trained  to  study  their  own  mental  phenomena,  and 
to  note  evidences  of  similar  phenomena  in  others,  especially  children." 
While  considerable  alteration  was  given  to  books  and  journals, 
students  were  taught  to  "avoid  a  slavish  dependence  upon  the  methods 
of  others,  and  encouraged  to  devise  methods  of  their  own."  In  the 
absence  of  a  model  school  for  practice  teaching  the  members  of  the 
class  conducted  recitations  in  the  common  branches  by  turns.  Dewey's 
Psychology  was  the  basis  of  the  work  in  that  subject  and  Painter's 
History  of  Education  formed  the  basis  of  a  new  course. 

The  students  enrolled  in  the  normal  for  the  year  1887-88  numbered 
56  out  of  a  total  of  443,  but  there  was  a  steady  decline  until  it  reached 
29  in  1891  out  of  a  total  of  652.  There  were  nine  graduates  from 
1887  to  1891  inclusive.  The  general  reorganization  of  1891  wrought 
no  material  changes  in  this  department  other  than  joining  it  with 
history.  The  normal  was  reported  in  a  flourishing  condition  the 
following  year,  with  52  students  enrolled.  But  Professor  Howell 
seems  to  have  been  more  interested  in  history  than  in  pedagogy,  as 
he  offered  eleven  hours  of  the  former  and  only  four  and  one-third 
of  the  latter.  While  he  taught  194  students  in  1894  only  18  were 
taking  pedagogy  and  5  "normal  studies."  Up  to  1898  there  was  no 
improvement.  ^ 

In  the  beginning  seniors  studied  mental  and  moral  philosophm 
one  term  each.  These  studies,  "so  admirably  adapted  to  train  tl» 
mind  and  cultivate  the  heart,"  were  said  to  "belong  to  the  president's 
department."  And  unto  these  were  added  modern  philosophy,  what- 
ever that  may  have  been,  and  evidences  of  Christianity.  The  form^ 
fell  by  the  wayside  in  1878,  but  the  latter  survived  until  1886,  wh 
it  perished  during  the  interregnum.  Just  before  this  (1884-85)  log: 
which  had  also  belonged  to  the  "president's  department,"  was  tram 
ferred  to  the  professor  of  mathematics,  and  mental  and  mor^ 
philosophy  departed  from  their  ancient  traditions  in  assuming  new 
names,  psychology  and  ethics.  The  Hamiltonian  philosophy  was  in 
vogue,  Alexander,  Dagg,  and  Wayland  furnished  the  evidences  and 
the  guide  to  conduct,  and  Bowen,  Jevons,  and   Fowler  guided  the 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  251 

reason  to  logical  conclusions.  In  1891  six  hours  were  devoted  to  all 
these  subjects,  two  and  two-thirds  going  to  psycholog}^,  one  and 
one-third  to  ethics,  and  two  to  logic.  The  time  devoted  to  the  first 
two  was  slightly  reduced  in  1897. 

In  organizing  the  newly  created  department  of  philosophy  and 
pedagogy,  Professor  Jordan  kept  the  subjects  more  or  less  separate 
and  distinct.  In  the  realm  of  pedagogy  he  outlined  eight  courses, 
three  of  which  dealt  in  some  way  with  psychology,  two  with  pedagogy, 
two  with  teaching  and  organization,  and  one  with  modern  educational 
development,  amounting  in  all  to  21  hours.  He  actually  taught  ten 
and  also  eleven  in  philosophy,  including  logic.  The  courses  in  this 
subject  included  psychology  (Hill,  Ladd),  elements  of  ethics,  and  the 
history  of  philosophy. 

When  Dr.  Johnson  took  charge  of  the  department  in  1902  he 
sought  to  emphasize  the  close  rele^tionship  of  psychology  and  pedagogy 
in  the  arrangement  of  his  courses.  At  present  he  offers  a  course  in 
the  science  of  instruction  based  on  psychology,  one  on  educational 
psychology',  and  one  on  child  study,  besides  a  course  on  general 
psychology,  abnormal  psychology,  one  introductory  to  philosophy,  and 
logic  and  ethics.  School  management,  school  economy,  and  the 
history  of  education,  as  well  as  some  of  the  foregoing,  are  offered 
primarily  for  those  looking  to  the  L.  I.  certificate.  Such  as  attain 
this  are  now  entitled  to  a  teacher's  professional  license.  The  amount 
of  work  offered  and  given  by  the  department  in  1908-09  was  20  hours. 

The  growth  of  the  department  has  justified  the  wisdom  of  its 
creation.  At  the  end  of  his  second  year  Professor  Jordan  was  able 
to  report  51  students  in  pedagogy  and  34  in  philosophy,  a  total  of  85 
out  of  291  in  the  college  and  a  total  of  655,  though  only  19  were  taking 
the  regular  normal  course.  Since  then  there  has  been  a  steady  growth 
and  the  enrollment  has  jumped  from  145  in  1903-04  to  310  in  1908-09. 
The  number  of  those  taking  the  L.  I.  certificate  has  increased  from  3 
in  1902  to  24  in  1909.  Many  of  the  normal  students  remain  and  take 
the  B.  A.,  while  some  B.  A.  students  take  the  certificate  at  the  same 
time  that  they  receive  their  diplomas. 

The  equipment  of  the  department  is  thought  by  the  present  head 
to  be  at  least  three-fourths  below  actual  needs.     The  departmental 


252  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

library  contains  600  carefully  selected  volumes  and  about  $500  worth 
of  apparatus  in  the  psychological  laboratory. 

Physics. 

The  first  definite  information  we  have  concerning  instruction  in 
physics  is  in  1878-79,  when  J.  B.  Gordon  was  professor  of  civil  and 
mechanical  engineering  and  mathematics.  Under  the  "Departments 
of  Instruction"  we  are  informed  that  "natural  philosophy"  embraces 
"physics,  mechanics  and  astronomy,  and  is  postponed  to  the  senior 
year  in  order  that  the  student  may  have  the  light  of  the  higher 
mathematics  in  investigating  some  of  the  problems  presented."  The 
class  recited  three  times  a  week  throughout  the  year.  Previous  to  this 
year  "natural  philosophy"  had  been  required  of  freshmen  for  two  terms. 

The  following  year  the. department  of  natural  science  and  chem- 
istry, in  charge  of  Professor  F.  L.  Harvey,  was  strengthened  by  the 
addition  of  Adjunct  Professor  C.  P.  Conrad.  For  that  year  physics 
is  not  mentioned  in  the  description  of  courses,  though  "natural 
philosophy"  is  still  included  in  the  brief  outline  of  courses  leading 
to  degrees  and  evidently  was  taught  by  Professor  Conrad.  A  year 
later  the  course  in  "natural  philosophy"  reappears,  divided  into  physics 
and  astronomy.  Freshmen  studied  elementary  physics  the  last  two 
terms,  seniors  advanced  physics  throughout  the  year,  all  under  Pro- 
fessor Conrad.  This  arrangement,  with  certain  modifications  to  be 
indicated,  lasted  until  1885. 

Professor  Conrad  came  from  the  University  of  Virginia  and  had 
ideas  about  standards  which  were  not  then  practicable  in  Arkansas. 
The  department  had  practically  no  apparatus  for  experimental  work. 
Besides,  the  professor  did  not  think  that  the  time  allowed  for  the 
course  admitted  of  this  method  of  instruction.  He  used  the  lecture 
system  very  freely  and  then  held  the  students  to  a  strict  account  on 
examination.  Ganot's  text  was  used  by  the  students  and  there  was 
special  work  on  acoustics,  optics,  and  electricity.  The  result  was 
failures  and  a  petition  from  the  students  to  the  board. 

The  only  action  of  the  board  at  this  time  was  an  unofficial  request 
to  Professor  Conrad  to  abandon  the  lecture  system,  but  the  following 
year  the  board  of  visitors  made  an  adverse  report  against  Professor 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  253 

Conrad,  declaring  that,  in  his  zeal  to  secure  a  high  degree  of 
ccellence  in  his  own  department,  he  had  disregarded  the  rights  of 
rthers,  both  professors  and  students.  He  had,  the}^  declared, 
/^stematically  overloaded  the  latter,  laying  out  work  that  would 
require  all  the  hours  an  average  student  should  employ  in  close 
|tudy.  As  a  result  the  present  senior  class  had  been  greatly  reduced 
id  numbers  driven  off  from  the  junior  class.  The  trustees  followed 
le  suggestions  of  the  committee  and  asked  Professor  Conrad  to 
lodify  the  course  in  physics  and  astronomy  "so  as  to  accord  with 
le  capacity  and  advancement  of  the  students  in  those  branches." 
^fter  consulting  with  a  special  committee  of  the  board  Professor 
ilonrad  substituted  "simpler,  easier,  text-books  wherever  attainable" 
ind  cut  down  his  examinations  one  half,  though  he  still  "leaned  to 
the  side  of  the  higher  standard." 

Upon  the  reorganization  of  the  faculty  and  the  courses  of  study 
in  1885  physics  was  relegated  to  freshmen  in  all  courses  with  additional 
work  for  sophomores  in  the  English  and  general  science  courses.  It 
was  taught  by  J.  M.  Whitham,  professor  of  applied  mathematics  and 
commandant  of  cadets,  who  held  this  position  two  years.  Physics 
was  then  transferred  to  the  department  of  biology  and  geologj^,  in 
charge  of  Professor  F.  W.  Simonds,  but  at  the  end  of  the  year  was 
handed  over  to  the  department  of  mechanic  arts  and  engineering, 
in  charge  of  Professor  Whitham  and  Adjunct  Professor  W.  E. 
Anderson.  Two  years  later  another  change  was  made,  this  time  for  an 
alliance  with  chemistry,  then  taught  by  Professor  A.  E.  M.enke  and 
Adjunct  Professor  W.  B.  Bentley,  and  this  alliance  was  continued 
until  1904,  when  it  was  transferred  to  the  department  of  electrical 
engineering  and  taught  by  Professor  W.  N.  Gladson  and  Instructor  H. 
Schapper. 

In  1907  for  the  first  time  physics  was  advanced  to  the  dignity  of  a 
separate  department,  in  charge  of  Associate  Professor  H.  Schapper. 
The  present  incumbent.  Professor  G.  E.  Ripley,  took  charge  in  1908. 
He  has  one  assistant  who  gives  a  part  of  his  time  to  other  work. 
Some  laboratory  work  was  introduced  b}^  Professor  Whitham, 
msisting  in  "the  manufacture  of  new  apparatus,  repairing  apparatus, 
le  deduction  of  laws,  and  the  testing  of  principles  taught."     Note 


254  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

books  were  required.  Olmstead,  Ganot,  Thompson  (Electricity),  and 
Larden  (Heat)  were  the  authors  used.  The  courses  on  heat  and 
electricity  were  for  engineering  students.  The  total  amount,  including 
laboratory  work,  does  not  seem  to  have  exceeded  eight  or  nine  hours 
previous  to  1902,  when  it  was  raised  to  ten,  all  taught  by  Associate 
Professor  Rose.  Two  years  later,  when  taught  by  Professors  Gladson 
and  Schapper,  this  was  increased  half  an  hour  and  the  character 
of  the  work  was  changed  slightly  to  make  it  bear  more  upon  electrical 
engineering.  At  the  end  of  another  year  the  amount  reached  thirteen 
and  one-half  hours,  all  now  taught  by  Adjunct  Professor  Schapper, 
except  a  part  of  the  course  in  general  physics.  By  1907  a  preparatory 
course  of  three  hours  was  required.  Besides  two  courses  in  general 
physics  there  were  courses  in  measurements,  theoretical  electricity, 
the  kinetic  theory  of  gases,  thermodynamics,  heat,  light,  mathematical 
physics,  and  elementary  acoustics,  and  a  journal  meeting  for 
advanced  students.  The  total  of  all  except  the  last  and  the  sub- 
freshmen  course  was  twenty-one  hours,  not  all  of  which  was  given  in 
one  year.  Under  Professor  Ripley  the  work  has  been  slightly 
rearranged  by  giving  more  attention  to  general  physics  and  the 
introduction  of  a  teachers'  course  intended  for  those  who  intend  to 
teach  physics  in  secondary  schools.  Owing  to  the  inadequacy  of  the 
teaching  force  only  three  courses,  amounting  to  ten  hours,  can  now 
be  given,  though  more  advanced  work  is  called  for  by  students.  The 
number  enrolling  in  the  department  for  1908-9  was  149. 

This  department  has  had  to  move  about  from  time  to  time  and 
occupy  such  quarters  as  were  available.  In  1907  an  earnest  appeal 
was  made  to  the  legislature  for  a  building,  but  without  avail.  The 
board  then  appropriated  a  small  sum  for  a  frame  building  as  a 
temporary  structure  and  the  apparatus  was  moved  into  this.  Much  of 
this  was  old  and  of  little  practical  use,  though  it  was  estimated  to  be 
worth  $5,000.  In  1908-9  $1,700  was  expended  for  new  apparatus,  but 
one  night  in  October,  1909,  all  of  this,  together  with  the  building, 
went  up  in  smoke  without  a  dollar  of  insurance.  The  board  then 
generously,  appropriated  $2,000  for  new  apparatus  to  tide  over  until 
the  legislature  can  be  induced  to  provide  for  the  department. 


THE  COLLEGE  OF  ARTS  AND  SCIENCES.  255 

'[  ^  Military  Science  and  Tactics. 

In  conformity  with  the  act  of  Congress  instruction  in  militar)' 
tactics  was  furnished  the  first  year  and  has  been  given  consecutively 
ever  since,  though  at  times  in  a  manner  not  altogether  satisfactory  to 
a  military  man.  A  uniform  was  prescribed  for  the  students  and  in 
1874  a  series  of  regulations  was  drawn  up  providing  for  the  organiza- 
tion of  the  "Arkansas  Industrial  University  Cadets."  Drill  was 
'  required  two  or  three  times  a  week.  The  amount  of  labor  required  of 
students  by  the  Barker  act  (1887)  interfered  with  this  somewhat  for 
a  time,  but  at  least  the  pretence  of  drill  was  kept  up.  For  a  long 
time  the  equipment  of  the  department  was  incomplete  and  unsatis- 
factory, the  guns  in  use  being  a  lot  of  out-of-date  weapons  furnished 
by  the  State.  In  1892  guns  were  secured  from  the  federal  government. 
In  June,  1896,  the  board  adopted  certain  regulations  in  regard  to  drill 
which  are  still  in  force.  By  these  all  male  students  over  fifteen  not 
excused  for  physical  disability  are  required  to  drill.  The  drill  season 
extends  from  October  1  to  November  20  and  from  March  1  to  the  end 
of  the  season,  the  maneuvers  being  gone  through  with  three  days 
each  week.  The  inspection  and  commencement  drills  have  come  to 
be  important  events  in  university  life. 

Beginning  with  1895  the  cadets  were  taken  into  camp  and 
remained  there  for  a  week  performing  the  duties  that  pertain  to  an 
encampment.  The  first  experience  was  satisfactory  but  the  change 
from  a  winter  to  a  summer  vacation  interfered  with  this  and  it  was 
dropped. 

It  was  a  matter  of  pride  to  the  university  and  former  comman- 
dants to  find  many  of  the  old  cadets  holding  commissions  in  the 
volunteer  army  in  the  war  with  Spain. 

A  cadet  band  was  organized  in  early  days  but  its  equipment  was 
meager  for  many  years.  In  1890  the  board  appropriated  $100  to  buy 
instruments.  In  1894,  on  motion  of  Trustee  Mitchell,  this  was 
increased  by  $650.  A  band  room  has  been  fitted  up  and  a  regular 
instructor  is  provided.  In  1909  the  band  was  complimented  by  the 
inspector  as  being  one  of  the  best  cadet  bands  in  the  United  States. 

Besides  giving  instruction  in  military  tactics,  the  commandant 
bears  the  chief  burden  of  the  work  of  discipline.     Absences  from 


, 


256  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


class  and  infractions  of  rules  are  reported  to  him.     In  important  cases 
he  confers  with  the  president  and  faculty. 

The  following  have  served  as  professor  of  military  science  and 
tactics  and  commandant  of  cadets:  Henry  L.  Burnwell,  1872; 
Lieutenant  E.  S.  Curtis,  1872-5;  Colonel  O.  C.  Gray,  1878-1883; 
Professor  J.  M.  Whitham,  1884-5;  Lieutenant  E.  L.  Fletcher,  1887-8; 
Lieutenant  D.  R.  C.  Cabell,  1890-1 ;  Major  Robert  W.  Dowdy,  1892-3; 
Major  Elias  Chandler,  1894-7;  Major  Wm.  P.  Stone,  1898;  W.  A. 
Ross,  acting,  1898-9;  J.  Lyford  Hornor,  acting,  1899-1900;  Major 
George  K.  Spencer,  1900-3;  Captain  Lanning  Parsons,  1903-4;  Captain 
Robert  B.  Powers,  1905-6;  Ernest  Given  Howe,  acting,  1906-7;  Cap- 
tain Carroll  F.  Armistead,  1907-9;  Lieutenant  Robert  D.  Carter,  1909. 


CHAPTER  VI. 


COLLEGE    OF    EXGIXEERIXG. 


L    Courses  of  Study. 

Some  work  in  engineering  was  offered  in  1873-4.  No  requirements 
for  admission  were  stated  until  1877-8  when  they  were  the  same  as 
for  the  classical  course  except  in  Latin.  The  course  extended  over 
four  years  and,  reduced  to  the  language  of  terms  (three  terms  making 
a  year),  the  following  were  required:  Mathematics  through  9  terms, 
EngHsh  4,  science  15,  engineering  studies,  mostly  mechanical,  13, 
history  and  political  science  5,  philosophy  3,  bookkeeping  1.  There 
is  nothing  to  indicate  the  length  of  the  recitations  nor  the  number 
per  week.  In  1876  more  technical  studies  were  added  at  the  expense 
of  others,  the  culture  studies  being  dropped  entireh"  from  the  senior 
year.  In  1878  French  and  German  were  introduced  into  the  course. 
Xothing  was  said  of  any  degree  until  1878,  when  it  was  announced 
that  students  completing  the  course  would  receive  the  degree  of  civil 
engineer  (C.  E.).  This  degree  continued  until  1889,  when  it  ceased 
to  be  offered  for  undergraduate  work.  Since  1891  it  has  been  offered 
for  graduate  work. 

The  course  as  above  outlined  included  a  considerable  amount  of 
science.  Later  modern  languages  were  introduced,  five  terms  being 
required  in  these  studies.  After  the  reorganization  effected  in  1885, 
such  culture  studies  as  psychology,  ethics,  sociologA^  evidences  of 
Christianity,  political  economy,  constitutional  law  and  calculus  were 
introduced  into  the  senior  year,  though  the  most  of  these  were  replaced 
in  another  3'^ear  by  technical  subjects. 

In  1880  a  course  in  mining  was  added,  leading  to  the  degree  of 
mining  engineering  (M.  E.).  The  requirements  for  admission  were 
the  same  as  in  the  civil  engineering  course.  It  was  a  four  year  course 
and  different  from  the  civil  engineering  course  after  freshman  in  the 
substitution  of  such  branches  of  applied  mathematics  as  were 
peculiarly  concerned  with  mining  and  of  one  science  for  another.     In 


258  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

both  courses  a  prominent  place  was  given  to  chemistry,  organic, 
inorganic,  and  industrial.    The  course  in  mining  was  dropped  in  1886. 

After  the  coming  of  President  Edgar  an  attempt  was  made  to 
strengthen  the  technical  school,  at  least  on  the  side  of  the  published 
courses,  if  not  immediately  in  the  matter  of  teaching  force.  During 
the  year  1885-6  the  faculty  carefully  considered  the  matter  and 
presented  an  entirely  new  outline  to  the  board  for  their  approval. 
The  president  declared  the  two  courses  offered,  one  in  mechanical  and 
one  in  civil  engineering,  "equal  to  similar  courses  in  some  of  the  older 
of  the  best  institutions."  The  faculty  thought  that  the  vast  mineral 
resources  of  the  state  called  for  a  course  in  mining  engineering  but 
decided  that  it  could  not  be  offered  with  the  limited  number  of 
scientific  teachers  then  available. 

The  technical  courses  outlined  in  1886  were  technical  in  character 
as  well  as  in  name,  as  the  following  outline  will  show. 


(See  opposite  page.) 


COLLEGE  OF  ENGINEERING. 


259 


it    ^ 


First  Term. 


Second  Term. 


Third  Term. 


■r. 

I  St 

■r. 

2nd 

< 

w  G 

3rd 

Jh-    :?: 

4th 

^^S^^B':       ^ 

Wk  B 

5th 

?■        (O 

5 

6th 

"" 

Algebra. 

Mech.   Drawing.   Work- 
shop Appliances. 
English. 
Physics. 


Shop  Work  and  Drawing. 


Alg.  andGeom. 
Zoology. 

English. 

Physical    Labora- 
tory Work. 


Shop    Work    and 
Drawing. 


Geometry. 
Botany. 

English. 

Elementary  Mechanics. 


Shop  Work  and  Drawing. 


ist 

2nd 

3rd 
4th 

5th 
6th 


Mechanical  Drawing. 

Elements  of  Mechanism  3 

Geometry. 
General  Chemistry. 

Electricity. 
Shop  Work  2. 


Mechanical  Draw- 
ing. 

Elements  of  Mech- 
anism 3. 

Plane  Trig. 

General  Chemis- 
try (Heat). 

Shop  Work  2. 


Mechanical  Drawing. 

Elements  of  Mechanism  3 

Trig,  and  Surveying. 
General  Chem.  and  Lab. 

Physical  Laboratory  Wk. 
Shop  Work  2. 


I  St 

2nd 
3rd 
4th 
5th 
6th 


Analyt.  Chem.  Qual. 
Analytical  Geometry. 

Machinery  and  Mill  W'k. 
Steam  Engine  and  Boilers 
Drawing. 


Analyt.  Chemis- 
try Qual.  4. 

Analyt.  Geometry 
and  Calculus. 

Element.  Applied 
Mechanics  3. 

Machinery  and 
Mill  Work. 

Steam  Engine  and 
Boilers  3. 

Drawing. 


Calculus. 

Elem.    Applied  Mechan- 
ics. 
Machinery  and  Mill  Wk. 


Mineralogy. 
Drawing. 


I  St 

2nd 
3rd 


4th 
5th 
6th 


Rankine's  Steam  Engine 

Lectures  on  Designing. 
Astronomy. 


Applied  Mechanics,  (and 

Term). 
Ind.  Chemistry,  hf.  term. 

Ethics,  hf.  term. 
Drawing. 


Rankine's    Steam 
Engine. 

Astronomy. 


Applied    Mechan- 
ics. 
Ethics  and  Ev. 


Drawing. 


Rankine's  Steam  Engine. 

Lectures  on  Designing  3 
Mech.   and    Hj'd.    Engi- 
neering 2. 
Applied  Mechanics. 

Christianity  (in  3d  term) 

Thesis. 


260  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  course  in  civil  engineering  was  very  similar,  substituting 
surveying  and  field  work  for  mechanical  studies  and  shop  work.  The 
degrees  offered  were  B.  M.  E.  and  B.  C.  E.  respectively,  which  have 
had  a  continuous  existence  ever  since.  In  addition  to  the  foregoing 
a  four  year  mechanic  arts  course  was  offered,  leading  to  no  degree. 
It  was  identical  with  the  degree  courses  through  freshman.  Besides 
technical  subjects,  the  last  year  included  general  history  and  pure 
mathematics. 

The  courses  as  thus  outlined  remained  practically  unchanged  until 

1891,  when  a  course  in  electrical  engineering  was  added.  All  three 
were  now  four  year  courses  and  were  identical  through  sophomore, 
except  that  a  little  diff'erentiation  was  allowed  in  the  third  term  after 

1892.  The  lower  classes  were  characterized  by  more  technical  work, 
five  out  of  eighteen  hours  in  freshman  and  sophomore  each  being  of 
this  kind.  In  junior  and  senior  about  the  only  subjects  not  technical 
were  pure  mathematics  and  astronomy,  geology,  chemistry  and 
business  law.  In  1892  a  little  political  economy  was  injected  into  the 
course  in  electrical  engineering  for  some  reason  and  kept  there  two 
years.  The  hours  required  for  graduation  were  seventy-six,  and  the 
degree  given  was  that  of  Bachelor  of  Electrical  Engineering  (B.  E.E.). 
The  senior  year  was  devoted  almost  entirely  to  electrical  subjects  with 
the  special  view  of  preparing  graduates  not  only  to  work  in  or  manage 
light  plants  and  electric  railways,  but  also  to  design  and  construct 
electrical  machinery.  The  "Course  in  Manual  Training"  was  still 
offered.  Though  extending  over  four  years  it  covered  only  the  work 
of  sophomore  year  because  of  lower  entrance  requirement.  This 
course  was  designed  to  enable  young  men  to  fit  themselves  for  a  trade, 
including  the  management  of  boilers  and  dynamos,  and  to  prepare 
themselves  to  teach  in  manual  training  schools. 

In  the  more  dignified  statement  of  the  "Organization  of  the 
University"  adopted  in  1893.  "The  College  of  Mechanic  Arts  and 
Engineering"  was  said  to  offer  courses  in  mechanical  engineering,  civil 
engineering,  electrical  engineering,  manual  training  normal  courses, 
stationary  engineer's  course,  and  a  trade's  course,  though  the  last  two 
did  not  materialize  in  the  outlines  of  work  until  a  year  later  and  the 
manual  training  normal  course  never  did.  A  short  course  (two  years) 
in  electrical  engineering  was  introduced  in  1894  also.     At  this  time 


COLLEGE  OF  ENGINEERING.  261 

the  course  in  manual  training  was  styled  "Mechanics  Arts  Course." 
The  first  three  only  led  to  degrees  and  were  practically  unchanged 
from  the  oulines  already  given  and  remained  so,  except  for  an  increase 
to  seventy-five  in  the  hours  required  for  graduation,  until  1897,  when 
the  lower  classes  were  separated  and  made  slightly  different  in  the 
character  of  their  work.  At  the  same  time  the  hours  of  work  required 
for  graduation  were  reduced  to  seventy  exclusive  of  military  tactics. 
Two  years  later  they  were  reduced  to  sixty-four  plus  thesis,  the  latter 
being  considered  equivalent  to  three.  An  attempt  was  now  made  in 
the  faculty  to  reduce  all  courses  to  uniformity  in  the  amount  of  work 
required  for  admission  and  for  graduation,  but  the  technical  faculty 
resisted  this  since  such  a  rule  would  practically  have  forced  them  to 
require  Latin  for  admission.  However,  such  a  rule  was  carried  and 
they  saved  themselves  only  by  appealing  to  the  board.  Because  of  the 
lower  entrance  requirements  to  the  technical  school  they  required 
more  hours  for  graduation  than  were  called  for  in  the  arts  and  science 
courses. 

The  introduction  of  the  elective  system  in  the  arts  department 
(1902-3)  brought  a  limited  amount  of  free  election  into  the  engineering 
courses  also,  ranging  from  three  hours  in  the  B.  E.  E.  to  nine  in  the 
B.  M.  E.,  all  subject  to  the  approval  of  the  head  of  the  department. 
Besides  this  the  student  was  allowed  an  option  of  English,  French, 
German,  or  Spanish  for  three  hours  of  language.  The  only  constant 
arts  studies  common  to  all  three  courses  were  freshman  English  and 
mathematics  and  the  optional  language  courses  just  mentioned.  The 
requirements  for  graduation  varied  from  sixty-four  periods  plus  thesis 
in  the  B.  C.  E.  and  B.  E.  E.,  to  sixty-six  plus  thesis  in  the  B.  M.  E. 
By  this  time  the  requirements  in  the  B.  A.  course  had  been  reduced 
to  sixt}-  periods.  The  following  year  marked  the  revival  of  the 
course  in  mining  engineering,  leading  to  the  B.  M.  E.  degree,  and  the 
creation  of  a  new  one,  a  course  in  chemical  engineering,  leading  to 
the  B.  Ch.  E.  degree.  In  the  B.  Mi.  E.,  mathematics  and  English  were 
both  constants  through  freshman ;  in  the  first  there  were  no  electives, 
in  the  B.  Ch.  E.,  only  three  hours.  The  requirements  for  graduation 
were  sixty-four  periods  respectiveh*.  The  year  1908  brought  forth 
another  course,  leading  to  the  degree  of  Bachelor  of  Cement 
Engineering,  requiring  sixty-nine  and  one-half  periods  for  graduation. 


COLLEGE  OF  ENGINEERING.  263 


Six  hours  of  electives  were  allowed.  Before  the  degree  is  granted 
the  candidate  must  spend  at  least  six  weeks  in  actual  work  at  some 
plant,  preferable  in  the  vacation  between  junior  and  senior  years. 

All  of  the  foregoing  technical  courses,  the  B.  M.  E.,  the  B.  C.  E., 
B.  E.  E..  B.  Ch.  E.,  B.  Mi.  E..  and  B.  S.  Cem.  Eng..  are  now  offered 
in  the  technjcal  school.  The  hours  required  for  graduation  at  this 
writing  vary  from  sixty-six  in  B.  M.  E..  to  seventy-one  in  B.  Ch.  E. 

II.     Dep.artments  of  Instruction. 
Mechanical  Engineering. 

A  so-called  course  in  engineering  was  outlined  for  1873-74  and 
instruction  provided  in  the  person  of  General  N.  B.  Pearce,  professor 
of  mathematics  and  engineering.  Two  years  later  he  was  succeeded 
by  Colonel  O.  C.  Gray,  professor  of  mathematics  and  civil  engineering, 
who,  with  the  exception  of  one  year,  served  in  that  capacity  until  1879. 
For  that  one  year,  1876-7,  engineering  was  associated  with  German 
under  K.  Demmler,  of  Germany.  From  1877  to  1879  there  was  an 
adjunct  professor  of  civil  and  mechanical  engineering  and  mathe- 
matics, Charles  Waite  first  serving  and  then  J.  B.  Gordon.  The  last 
year  of  his  service  Colonel  Gray  was  also  commandant  of  cadets. 

The  real  separation  of  the  department  may  be  said  to  date  from 
1880  when,  on  motion  of  Trustee  Thompson,  the  chair  of  applied 
mathematics  and  engineering  was  created  and  J.  B.  Gordon  was 
elected  to  fill  it.  Professor  Gordon  dying  before  the  end  of  the  year 
Professor  R.  E.  Hardiway,  of  Alabama,  was  called  by  the  executive 
committee  to  fill  the  chair  for  the  rest  of  the  year.  It  was  then  filled 
by  J.  D.  Tradwell  for  one  year  and  A.  V.  Lane  for  two,  the  latter 
resigning  in  1884. 

Upon  motion  of  Trustee  Martin  the  board  of  visitors  was  requested 
to  cooperate  with  the  trustees  in  maturing  a  plan  for  "the  inauguration 
of  the  mechanics  and  agricultural  departments  contemplated  in  the 
original  creation  of  the  university."  The  visitors  responded  by 
resolving  that  the  time  had  come  when  the  trustees  should  make 
provision  for  such  instruction  *'as  far  as  the  means  at  their  disposal 
will  permit"  and  suggested  that  the  chair  of  civil  engineering  be 
consolidated  with  that  of  mathematics. 


264  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  board  declined  to  follow  this  suggestion,  created  the  "chair  of 
applied  mathematics  (physics,  astronomy,  and  engineering),"  and 
elected  J.  M.  Whitham  to  fill  this  and  serve  as  commandant.  In 
1887  he  became  "superintendent  of  mechanic  arts  and  professor  of 
engineering,"  in  which  capacity  he  served  until  1891.  His  successor, 
C.  V.  Kerr,  served  under  the  same  title  until  1896  when  G.  M.  Peek 
came  in  under  the  same  title  but  a  year  later  became  superintendent 
of  mechanic  arts  and  professor  of  mechanical  engineering.  This 
combination  was  kept  until  1903  when  the  first  part  was  dropped, 
though  the  duties  of  the  incumbent  have  not  thereby  been  lessened. 
In  1898  C.  E.  Houghton,  of  Ithaca,  New  York,  succeeded  Professor 
Peek,  but  resigned  in  January,  1903,  when  B.  N.  Wilson  took  charge. 

Beginning  with  1887,  when  all  the  engineering  work  was  in  one 
department,  there  was  an  adjunct  professor  and  also  five  assistants, 
four  of  whom  gave  their  time  to  mechanical  work.  After  the 
separation  into  departments  the  professor  of  mechanical  engineering 
was  assisted  by  an  adjunct  professor,  T.  C.  Treadway  in  1903-4. 
Since  1905  the  position  has  been  filled  by  Brainerd  Mitchell,  now 
associate  professor.  There  are  also  two  other  instructors  now,  besides 
assistants  in  the  shops. 

As  now  organized  the  department  of  mechanical  engineering  is 
able  to  offer  courses  in  wood,  forge,  foundry  and  machine  work, 
drawing,  engines  (steam  and  gas),  mechanics,  machine  design, 
experimental  engineering,  hydraulics,  refrigeration,  R.  R.  engineering, 
heating  and  ventilation,  separated  into  twenty-five  courses. 

In  the  fall  of  1902,  the  departmental  equipment  was  destroyed  by 
fire,  leaving  practically  nothing  of  value.  At  this  time,  the  enrollment 
was  fifteen  students.  In  1909,  the  library  consisted  of  about  200 
useful  volumes  and  nine  regularly  subscribed  for  periodicals ;  the  total 
value  of  the  present  equipment  is  about  $20,000.00. 

The  regular  enrollment  has  increased  to  35,  besides  which  there 
was  a  large  number  of  students  enrolled  in  other  courses  taking 
work  in  this  department.  Four  seniors  selected  this  subject  for  their 
major  in  1909. 


college  of  engineering.  265 

Civil  Engineering. 

A  little  civil  engineering  was  taught  from  the  first  inception  of  the 
;hool  of  engineering  and  it  was  recognized  in  the  faculty  title  most 
jf  the  time  until  1879.  It  then  disappeared  as  a  separate  designation 
and  did  not  reappear  until  1891.  The  position  of  adjunct  professor  of 
mechanical  engineering  and  instructor  in  drawing,  first  created  in 
1887,  seems  to  have  evolved  into  that  of  adjunct  professor  of  civil 
engineering  in  1891  and  was  then  filled  by  G.  C.  Schoff.  In  1893  he 
was  succeeded  by  J.  J.  Knoch,  the  present  incumbent,  who  became  an 
associate  in  1894  and  full  professor  in  1898.  The  definite  separation 
of  the  department  took  place  in  1897. 

Student  assistants  were  provided  in  1900  and  these  were  followed 
by  an  instructor.  In  1905  V.  P.  Knott  was  elected  associate  professor 
of  civil  engineering  and  two  years  later  L.  B.  Shaver  was  added  as 
adjunct  professor.    He  was  succeeded  by  P.  L.  Huntley  in  1909. 

The  department  of  civil  engineering  offers  courses  in  surve3'ing 
extending  over  three  years  embracing  land  surveying,  leveling, 
topography,  and  railroad  reconnoissance  and  triangulation  and 
geodosy  in  the  senior  year.  Considerable  time  is  spent  in  the  field 
throughout  the  year  and  one  week  is  spent  in  camp.  Besides  the 
above  there  are  courses  in  masonry  construction,  roofs  and  bridges, 
sanitary  and  water-works  engineering.  The  total  work  offered  now 
amounts  to  27  hours,  given  in  15  courses,  all  of  which  were  called  for 
in  1908-9. 

From  1903  to  1907  the  department  received  special  appropriations 
amounting  to  $9,000.  The  value  of  the  laboratory,  instruments,  and 
other  equipment  is  now  estimated  at  $10,600,  practically  all  of  which 
has  been  added  since  1893.    The  library  numbers  700  volumes. 

The  attendance  in  the  department  has  risen  from  40  in  1901-2  to 
61  in  1908-9.  In  1893  four  seniors  selected  civil  engineering  as  their 
major  subject;  1908-9  there  were  11. 

Electrical  Engineering. 

As  far  back  as  1886  a  little  "electricity"  was  taught,  probably  as 
a  part  of  physics.  Electrical  engineering  appears  for  the  first  time 
in  1888.  seniors  in  the  M.  E.  and  C.  E.  courses  pursuing  that  subject 


266  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

through  the  third  term.  An  instructor  was  provided  in  1891  with 
the  rank  of  adjunct  professor  and  the  place  was  first  held  by  H.  B. 
Smith.  He  was  succeeded  in  two  years  by  W.  E.  Goldsborough.  In 
1894  W.  N.  Gladson  became  associate  professor  of  electrical  engineer- 
ing. In  1897  the  department  of  electrical  engineering  was  created  and 
he  became  its  head,  but  was  not  made  a  full  professor  until  1898. 

In  1900  an  adjunct  professorship  was  created,  held  first  by  W.  A. 
Treadway  and  later  (1904-5)  by  H.  Schapper  in  connection  with 
physics.  L.  S.  Olney  became  associate  professor  in  1906  and  still 
holds  this  position.  The  position  of  assistant,  first  created  in  1904, 
was  raised  to  the  rank  of  an  adjunct  professorship  in  1908  and  was 
given-to  V.  A.  Harding,  who  was  succeeded  by  W.  B.  Stelzner  in  1909. 

In  1894  only  eleven  hours  were  ofifered  in  electrical  engineering. 
Now  there  are  thirty-one,  all  of  which  were  called  for  in  1908-9. 
Practically  all  the  work  in  electrical  engineering  proper  is  done  in  the 
junior  and  senior  years.  The  general  design  of  the  course  is  to 
familiarize  the  student  with  power  plants,  street  railway  operation, 
and  telephony  and  telegraphy.  Four  different  courses  of  two  hours 
each  are  devoted  to  drawing  with  special  reference  to  designing  of 
electrical  machinery.  The  class  room  work  in  theoretical  electricity 
is  practically  illustrated  in  the  laboratory.  The  enrollment  of  students 
has  growixfrom  7  collegiate  and  12  preparatory  in  1893  to  87  in  1908-9^ 
Three  seniors  selected  this  subject  for  their  major  in  1908-9  and  ther( 
was  one  graduate  student  in  this  department. 

Since  1897  the  department  has  received  special  appropriations* 
ranging  from  $2,000  to  $5,305,  amounting  in  all  to  $20,665.  This  has 
been  expended  rnainly  for  laboratory  equipment,  furniture,  fixtures, 
books,  and  supplies.  The  present  value  of  the  laboratory  equipment  is, 
about  $15,000,  but  is  not  adequate  to  present  needs.  The  libraryj 
comprises  178  bound  volumes,  980  unbound,  and  250  pamphlets^ 
Fourteen  periodicals  devoted  exclusively  to  engineering  are  regularly| 
received. 

This  department  has  rendered  service  to  the  people  outside  the 
instruction  furnished  in  the  class  room.  It  has  begun  a  survey  of  the 
water  power  of  the  state  and  had  examined  the  White  River  as  far 
down  as  Buflfalo  Shoal  and  the  North  Fork  up  to  Henderson.  The 
work  will  be  continued  during  the  summer  vacations. 


CHAPTER  XVI. 


THE  COLLEGE  OF  AGRICULTURE. 


L     Organization  and  Courses  of  Study. 

fThe  college  of  agriculture,  beginning  in  the  protoplasm,  finally 
olved,  after  many  struggles,  into  an  institution  recognizable  under 
that  name.  The  story  of  its  evolution  is  so  closely  interwoven  with 
that  of  the  agricultural  course  of  study  that  the  two  will  be  treated 
together. 

At  the  very  organization  of  the  university  the  board  unanimously 
resolved  (October  18,  1871)  that  the  executive  committee  and  the 
committee  on  grounds  and  buildings  should  "give  especial  attention 
to  the  creation  and  as  full  development  of  the  agricultural  and 
mechanical  departments  of  the  university  as  the  funds  will  allow 
without  detriment  to  the  normal  department  therein,  it  being  the 
chief  object  of  the  Arkansas  Industrial  University  to  educate  in 
agriculture  and  the  mechanic  arts."  But  the  chief  object  was  post- 
poned until  a  more  convenient  season.  The  first  catalogue  and  circulars 
merely  announced  that  a  full  course  in  agriculture  would  be  prescribed 
next  year,  the  unexpected  difficulty  in  securing  the  agricultural  college 
script  being  given  as  the  cause  of  the  delay. 

In  fulfillment  of  the  foregoing  promise  a  four-year  course  was 
outlined.  Reduced  to  the  basis  of  a  subject  studied  one  term  of 
approximately  three  months,  sixty-one  such  term  studies  were 
required.  Of  this  work  fully  one  third  of  it  was  of  a  distinctly 
agricultural  type,  embracing  such  subjects  as  manual  of  farm,  practical 
agriculture,  horticulture,  mechanical  treatment  of  the  soils,  stock 
breeding,  propagation  of  plants,  and  rural  architecture,  and  another 
third  was  of  closely  allied  subjects,  such  as  geology,  chemistry,  etc. 
Mathematics  and  a  little  English  and  history  made  up  a  remainder 
of  the  first  three  years.  The  fourth  year  contained  a  liberal  sprinkling 
from  the  culture  studies  of  the  senior  year  in  the  classical  course, 
embracing  such  studies   as  mental   and   moral   philosophy,   political 


m 


268  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

economy,  history  of  civilization,  constitutional  law  and  current  history. 
No  conditions  were  prescribed  for  admission,  but  evidently  the  student 
must  be  ready  to  begin  algebra. 

This  was  altogether  in  harmony  with  the  resolution  of  the  board, 
passed  in  January,  1872,  that  the  memorial  to  Congress  in  regard  to  the 
script  should  "convey  the  idea  that  the  agricultural  and  mechanical 
departments  may  appear  very  prominent  in  connection  with  the  idea 
of  the  normal  department."  So  also  was  the  announcement  that  a 
farm  had  been  secured,  and  that  the  entire  crop  had  been  raised  by 
student  labor  "under  the  supervision  of  the  faculty."  Work  was 
voluntary,  was  compensated  at  the  rate  of  five  to  fifteen  cents  per  hour. 
There  is  no  indication  that  it  was  intended  to  serve  primarily  as  a  , 
part  of  an  agricultural  education.  Rather  it  was  intended  to  enable 
students  to  pay  their  way. 

The  course  was  prescribed,  the  farm  had  been  purchased,  and  the 
agricultural  college  script  secured,  but  agricultural  education  did  not 
flourish.  Another  explanation  must  be  found  and  it  was  discovered 
in  the  general  educational  conditions.  At  the  time  the  university  was 
founded  "so  great  was  and  still  is  the  demand  throughout  the  State 
for  general  education,  that  the  university  rapidly  came  and  from 
necessity  to  assume,  in  part,  the  form  of  an  institution  for  general 
instructions."  The  law  has  provided  for  a  normal  department,  "which 
it  becomes  our  duty  to  develop,  nevertheless.  'Agricultural  and 
Mechanical  Arts'  will  receive  the  full  attention  that  the  acts  of 
congress  contemplates,  when  many  of  the  young  men,  admitted  into 
the  institution,  and  who  are  the  sons  of  farmers,  shall  have  become 
more  thoroughly  grounded  in  the  rudiments  of  general  knowledge,  the 
special  training  for  mechanical  and  agricultural  life  then  beginning.' '' 

A  year  later  the  board  seemed  to  think  the  time  to  make  this 
beginning  had  arrived  and  issued  the  order,  already  recited  in  con-  , 
nection  with  the  B.  A.  course,  that  all  beneficiaries,  except  normal^j 
should  take  a  course  in  agriculture  and  mechanics,  with  permission  to 
take  such  other  subjects  as  circumstances  would  allow.  However,  at 
the  expiration  of  another  year  the  executive  committee  of  the  board 
stated  that  most  of  the  beneficiaries  were  preparatory  students,  hence 
not  qualified  to  take  the-  agricultural  course. 


THE  COLLEGE  OF  AGRICULTLTRE.  269 

In  1877  Latin,  French  and  German  were  introduced  as  optional 
studies,  but  at  the  end  of  the  year  Latin  was  dropped  out.  General 
history  was  replaced  by  English  diction,  rhetoric  by  physiology,  and 
political  economy,  moral  philosophy,  the  constitution  of  the  United 
States  and  history  of  civilization  were  replaced  in  the  senior  year  by 
industrial  chemistry,  physics,  current  agricultural  topics  and  a  thesis. 
Within  a  year  rhetoric  was  restored.  All  these  changes  seemed  to 
have  been  made  by  the  faculty  without  any  interference  on  the  part  of 
the  board. 

For  the  first  time  a  statement  was  now  made  of  the  requirements 
for  admission  and  they  were  said  to  be  the  same  as  for  admission  to 
the  classical  course  with  the  exception  of  Latin.  In  another  year  this 
was  changed  to  the  course  in  science,  with  the  exception  of  French. 

So  far  as  one  might  perceive  the  course  in  agriculture  was  its  own 
reward,  for  up  to  this  time  no  mention  was  made  of  any  degree.  But 
now  (1879)  the  student  could  look  forward  to  becoming  a  Bachelor 
of  Agriculture. 

It  should  be  remembered  that,  with  the  exception  of  1872-3,  there 
had  never  been  any  professor  of  agriculture.  For  one  year  that 
position  was  held  by  Richard  Thurston,  ^I.  D.  But  this  condition 
was  not  wholly  due  to  indifference  on  the  part  of  the  university 
authorities,  though  it  perhaps  did  show  the  relative  importance  which 
they  attached  to  the  different  courses.  They  freeh'  confessed  "that 
while  important  branches  relating  to  agriculture  and  the  mechanic 
arts"  had  been  taught  at  the  university  from  year  to  year,  little  had 
been  done  in  the  advancement  of  practical  knowledge  of  those  subjects. 
Down  to  1884  the  instruction  had  not  gone  beyond  a  "knowledge  of 
plants,  the  analysis  of  the  soils,  minerals  and  a  practical  knowledge  of 
chemistry."  This  was  explained  b}'  the  president  and  the  board  as 
due  to  insufficient  legislative  appropriations,  though  the  legislature 
had  been  urged  to  grant  such  appropriations  ever  since  the  founding 
of  the  university.  The  board  asked  the  legislature  of  1885  for  $15,000. 
The  joint  committee  appointed  to  visit  the  university  spoke  of  the 
agricultural  and  mechanical  departments  as  practically  non-existent 
and  recommended  the' appropriation  of  $10,000  for  the  agricultural 
and  a  like  sum  for  the  mechanical  department,  but  their  recommenda- 


270  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


tion  came  to  naught,  though  the  management  of  the  university  was  '• 
freely  criticized  in  and  out  of  legislative  halls. 

Somewhat  discouraged  but  not  disheartened  President  Edgar  now 
took  up  the  matter  with  the  board.  He  recited  that  the  land  grant 
colleges  which  united  theoretical  with  practical  instructions  injj 
agriculture  and  mechanic  arts  were  doing  the  most  good  and  had  '  * 
the  largest  attendance.  He  therefore  recommended  the  appropriation 
of  $5,000  out  of  the  funds  available  to  advance  agricultural  and 
mechanical  studies,  mainly  the  former.  The  board  increased  the 
facilities  for  instruction  in  biology  and  general  chemistry  and 
authorized  the  professor  of  chemistry  to  put  the  farm  in  better 
condition. 

The  so-called  agricultural  course  was  now  (1886)  given  the 
prominence  of  first  place  in  the  catalogue.  Howevery  as  there  was  no 
professor  of  agriculture,  it  is  hardly  necessary  to  add  that  the  course 
was  not  particularly  strong  on  that  subject.  The  course,  which 
extended  over  four  years,  began  with  English  grammar,  arithmetic,  ' 
geography,  and  practical  agriculture  or  shop  work  and  ended  with 
psychology  (lectures),  ethics,  political  science,  trigonometry,  agricul- 
tural chemistry,  lectures  on  entomology  and  veterinary  science, 
breeding,  feeding,  and  marketing  stock,  and  farm  implements  and 
products.  On  completing  this  course  the  student  was  given  the 
distinction  of  graduate  in  agriculture.  Two  more  years  on  technical 
and  cultural  studies  entitled  him  to  the  B.  A.,  but  this  was  changed 
to  B.  S.  the  next  year.     Still  no  student  asked  for  the  course. 

The  next  legislature  proved  more  responsive,  appropriating  $8,000 
for  the  agricultural  department  and  giving  general  direction  about 
the  constitution  of  the  faculty  and  course  of  study  so  as  to  favor 
agriculture  and  mechanics.  A  still  further  premium  was  put  upon 
work  in  this  department  by  making  tuition  free  while  tuition  must  be 
paid  by  all  taking  the  classical  course. 

The  next  catalogue  states  that  the  "board  of  trustees  and  faculty 
of  the  institution,  aware  of  the  necessities  of  the  state  and  fully  in 
accord  with  the  policy  outlined  by  the  legislature,  have  done  all  in 
their  power,  in  laying  out  the  appropriation  and  drawing  up  the 
course  of  study,  to  meet  the  wants,  both  of  the  mass  of  the  State,  as 


THE  COLLEGE  OF  AGRICULTURE.  271 

well  as  of  the  minority  also  in  a  subsidiary  way.  We  are  fully 
persuaded  that  the  agricultural  courses  here  offered  and  the  facilities 
afforded  by  the  legislative  appropriation  will  enable  us  to  turn  out 
graduates  in  these  departments  that  will  compare  favorably  with  those 
of  any  other  school." 

The  course  on  which  this  claim  was  based  extended  over  six  years 
and  led  to  the  degree  of  Bachelor  of  Scientific  Agriculture  (B.  S.  A.). 
The  first  two  years  were  preparatory  and  contained  no  agriculture 
whatever.  One  recitation  a  week  in  elocution  was  required  through 
freshman  and  sophomore.  The  distinctly  agricultural  work  was  about 
the  same  as  that  offered  heretofore.  No  professor  of  agriculture  had 
been  supplied,  though  a  year  later  the  professor  of  chemistry  was 
denominated  superintendent  of  agriculture  and  he  was  assisted  by  an 
adjunct  professor  of  chemistry  and  agriculture,  and  at  the  expiration 
of  another  year  still  another  assistant  was  added  with  the  same  title 
and  also  a  full  professor  of  biology  and  geology.  A  "short"  course, 
extending  over  four  years  and  leading  to  no  degree,  was  added  in 
1888.  It  differed  from  the  long  course  in  that  agricultural  studies 
were  begun  the  second  year.  In  addition  the  Barker  act  of  1887 
required  each  male  student  to  work  three  hours  each  school  day  in  the 
field  or  shop.  For  this  the  board  allowed  three  cents  per  hour  and 
later  raised  this  to  five. 

The  fact  that  the  short  course  led  to  no  degree  led  Professor 
Menke,  superintendent  of  agriculture,  to  think  that  this  put  it  at  a 
disadvantage  and  he  recommended  that  it  be  put  on  a  par  with  the 
normal  course  by  granting  a  diploma  but  not  degree.  This  would 
please  the  newspapers  and  the  public  who  were  continually  asking 
■'How  many  graduates  in  agriculture  have  you?"  and  would  do  no 
harm. 

At  this  juncture  a  word  should  be  said  about  the  farm.  A  part 
of  the  land  secured  when  a  site  for  the  university  was  purchased 
seems  to  have  been  used  as  a  farm  and  H.  C.  C.  Botefuhr,  one  of  the 
first  trustees,  took  charge  as  superintendent  until  March  3,  1873.  It 
was  then  put  in  charge  of  the  president  until  the  arrival  of  Professor 
T.  L.  Thompson.  Upon  his  death  in  the  spring  of  1875  it  was  turned 
over  to  one  of  the  students. 


272  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

There  were  four  acres  in  orchard  and  some  additional  cleared  lan( 
which  was  planted  to  corn  and  other  crops.  As  first  conducted  th( 
design  seems  to  have  been  as  much  to  give  labor  to  students  as  t(P 
furnish  demonstrations  of  scientific  farming.  It  was  conducted  at  a 
loss.  For  the  year  1874-75  the  expenditures  were  $436.68,  the  receipts, 
from  sales  $308.50.  There  were,  however,  a  few  permanent  improve- 
ments included  in  the  former  sum.  Two  years  later  the  expenditures 
were  $419.20,  the  receipts  $27.70.  For  the  year  ending  June  1,  1884 
the  expenditures  were  $559.81 ;  receipts,  $18.76. 

During  this  time  the  farm  seems  to  have  been  going  from  bad„ 
to  worse.  In  1887  Prof.  Menke  reported  that  he  found  three  acres  ii 
orchard,  three  acres  in  cultivation,  forty  acres  on  which  the  timber  hac 
been  cut,  part  of  a  stone  wall,  "a  pair  of  antediluvian  mules  and 
tumble-down  shed."  The  orchard  and  the  three  acres  in  cultivatioi 
were  fenced.  The  orchard  probably  was  the  result  of  the  labors  oil 
Professor  Purinton  who,  the  year  before  had  set  out  a  lot  of  frui| 
trees  and  small  fruits,  which  were  presented  to  the  farm  by  Mr.  Gilll 
of  Springdale.  President  Edgar  had  stated  that  $20,000  was  needed  t€ 
buy  additional  lands,  build  farm  houses,  buy  tools  and  stock  an< 
build  a  dairy.  He  also  wanted  $5,000  for  student  labor,  stating  tha^ 
one  reason  why  there  were  so  few  students  in  agriculture  was  thai 
the  instruction  was  all  theoretical. 

The  senate  committee  of  1889  which  visited  the  university  strongb 
urged  the  purchase  of  the  Gregg  place  (400  acres),  which,  it  was 
believed,  could  be  secured  for  $14,000  and  this  was  backed  up  by  th( 
station  people,  but  the  question  was  complicated  by  factional  quarrels 
and  the  legislature  failed  to  seize  a  splendid  opportunity.  In  spite  ol 
such  handicaps,  some  advances  were  made.  Crops  of  wheat,  corn, 
potatoes,  and  mangolds  were  planted  with  satisfactory  results,  a  dairy 
was  built,  and  special  attention  was  given  to  the  dairy  herd.  The 
Hereford  and  Holstein  cattle  swept  off  eleven  first  prizes  at  Springfield, 
Missouri,  in  competition  with  Missouri  and  Kansas  cattle. 

With  these  advantages  in  the  way  of  farm  and  dairy,  compulsory 
labor,  and  tuition  required  in  the  arts  and  science  courses,  the 
agricultural  department  shows  signs  of  becoming  a  reality.  Previous 
to  1887-8  there  were  no  students  catalogued  as  taking  the  agricultural 


THE  COLLEGE  OF  AGRICULTURE.  273 

course.  That  year  the  number  was  48,  the  following  year,  70,  and  in 
1890,  66. 

The  faculty  found  objections  to  so  much  compulsory  labor  and 
induced  the  legislature  of  1891  to  reduce  the  hours  from  three  in  all 
classes  to  two  in  all  below  sophomore.  At  the  same  time  the 
requirement  of  tuition  from  beneficiaries  taking  arts  and  science 
courses  was  abolished.  The  "School  of  Agriculture"  now  makes  its 
appearance,  consisting  of  the  "Experiment  Station"  and  the  Farmers' 
Course."  The  policy  of  the  present  management  was  said  to  be  to 
■  unite  practice  with  theory."  The  six  year  course  was  quietly  dropped 
and  with  it  the  B.  S.  A.  degree.  The  short  course  also  disappears, 
being  replaced  by  a  two  year  "Farmers'  Course  for  Certificate  in 
Agriculture."  The  first  year  consisted  of  three  hours  of  biology,  three 
of  English,  four  of  physics  and  five  of  mathematics.  In  the  second 
year  the  requirements  were  three  and  one  third  hours  of  general 
chemistry  and  eleven  and  two  thirds  hours  of  purely  agricultural 
studies,  all  specified.  Students  completing  this  course  were  allowed 
to  take  junior  and  senior  in  the  college  of  science  and  graduate  with 
the  B.  S.  Special  attention  was  directed  to  the  facilities  for  teaching 
dairying. 

It  will  be  interesting  to  study  the  agricultural  faculty  at  this 
stage  in  the  development  of  the  school.  It  consisted  of  a  professor  of 
chemistry,  of  biology  and  geology,  of  mathematics,  of  military  science 
and  tactics,  of  English,  an  adjunct  professor  of  chemistry,  the 
veterinarian  of  the  experiment  station,  and  the  foreman  and  assistant 
foreman  of  the  farm. 

For  some  reason  the  enrollment  fell  off  exactly  fifty  per  cent, 
reaching  only  33  in  1891,  though  it  was  49  in  1892.  The  board  then 
began  to  devise  means  of  bolstering  up  the  department  and  began  by 
offering  a  prize  of  $25.00  for  the  best  five  pounds  of  butter  made  by 
a  student  at  the  dairy,  $15.00  for  the  second  best,  and  $10.00  for  the 
third  best.  However,  this  seems  to  have  stimulated  the  wrong  way, 
for  next  year  (1893)  the  enrollment  fell  to  27.  Trustee  Mitchell  then 
moved  that  three  of  the  agricultural  faculty  be  requested  to  formulate 
a  plan  by  which  students  could  be  encouraged  to  enter  the  agricultural 
department  and  remain  until  they  completed  the  course.  What  they 
recommended  is  not  known  to  the  writer,  but  a  few  weeks  later,  on 


274  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

motion  of  Mr.  Mitchell,  three  prizes  of  $50.00,  $30.00,  and  $20.00  were 
offered  for  the  best  essays  on  subjects  relating-  to  horticulture,  the 
essays  to  be  read  at  commencement.  That  year  (1894)  there  was  a 
slight  increase,  33  enrolling,  though  only  three  were  in  college  classes. 
But  this  was  better  than  any  other  southern  college  had  done,  except 
one,  and  was  one  in  excess  of  the  collegiate  students  in  the  long 
agricultural  course  at  the  University  of  Wisconsin. 

These  and  other  facts  led  President  Buchanan  to  make  the  follow- 
ing remarks  on  the  agricultural  department  in  his  biennial  report  to 
the  board :  "The  farming  interests  of  our  country  are  now,  and  for 
sometime  have  been,  experiencing  great  depression,  and  therefore  in 
view  of  their  importance,  which  is  second  to  no  other  interest,  are 
entitled  to  whatever  aid  the  most  friendly  legislation  or  any  kind  of 
educational  training  can  render  it.  But  this  very  department  tends 
to  divert  students  from,  rather  than  attract  them  to,  an  agricultural 
school.  The  simple  fact  is  that  there  is  quite  a  limited  demand  for 
instruction  in  the  science  and  art  of  farming.  But  it  may  be  plausibly 
argued  that  the  demand  for  such  instruction  will  be  in  some  measure 
proportionate  to  the  thoroughness  of  the  equipment  and  the  utility  of 
the  course  ofifered.  Admitting  this,  the  question  is  what  can  be  done 
to  enlarge  the  advantages  offered  by  the  department  of  agriculture  in 
the  university?  He  answers  this  question  by  suggesting  experiments 
to  exemplify  the  best  methods  of  general  farming  and  dairying,  and 
that  provisions  be  made  for  horticulture  and  fruit  culture.  Six  years 
before  Professor  Purinton,  then  superintendent  of  agriculture, 
thought  that  the  comparative  failure  of  the  department  was  due  to  the 
lack  of  funds  and  the  "inherent  unpopularity  of  this  course  of  study 
growing  out  of  its  association  with  the  idea  of  manual  labor." 
Professor  Menke,  then  superintendent  of  agriculture,  thought  that, 
farmers'  institutes,  where  the  farmers  could  meet  in  an  intimate  waj|; 
the  men  connected  with  the  institution,  would  do  more  than  anything 
else  to  dispel  the  prejudice  against  agricultural  instruction  and 
increase  the  patronage.  Four  of  these  had  been  held  the  preceding 
year,  three  of  which  were  reported  as  highly  successful. 

In  view  of  these  facts  it  is  not  surprising  that  the  president  asked 
for  only  $800.00  for  the  agricultural  department  with  an  additional 


THE  COLLEGE  OF  AGRICULTURE.  275 

amount  not  specified  to  buy  Jersey  cattle  and  that  the  legislature 
responded  by  giving  $600.00  for  the  farm. 

The  decline  in  attendance  continued.  In  the  short  session  of  1895 
there  were  only  23  agricultural  students,  and  in  1895-96  only  16,  all 
preparatory  in  both  cases.  The  total  attendance  for  the  same  time  was 
for  the  short  session  259  collegiate  and  471  preparatory  and  for  1895-96, 
196  collegiate  and  355  preparatory.  In  1896-97  there  was  one 
agricultural  student  in  the  college  grade  and  none  so  marked  in  the 
preparatory. 

By  this  time  the  "School  of  Agriculture"  has  disappeared,  its  place 
being  taken  by  the  "Department  of  Agriculture."  This  had  four 
sub-departments,  that  of  agriculture  in  charge  of  R.  L.  Bennett, 
horticulture  in  charge  of  J.  T.  Stinson,  agricultural  chemistry  and 
meteorology  in  charge  of  G.  L.  Teller,  and  animal  pathologj'  and 
bacteriology  in  charge  of  R.  R.  Dinwiddie.  This  staflt  was  identical 
with  that  of  the  experiment  station.  The  B.  S.  A.  degree  was  restored, 
based  on  a  four-year  course.  The  following  year  (1897-98)  this 
degree  was  oflFered  on  two  different  courses,  one  based  on  agri- 
culture and  the  other  on  horticulture.  Instruction  in  the  four 
departments  named  above  was  offered  until  1900,  when  the  last  two 
were  dropped.  Agriculture  was  now  treated  as  simply  a  special 
department  in  the  university.  There  were  courses  with  a  little 
agriculture  and  horticulture  leading  to  the  B.  S.,  or  the  B.  S.  A.,  if  still 
more  work  was  presented  in  these  subjects. 

When  C.  L.  Newman  became  superintendent  and  professor  of 
agriculture  in  1897  he  found  the  farm  run  down  and  out  of  repair  and 
no  funds  for  improvement.  Fully  half  of  it  he  pronounced  unfit  for 
cultivation  and  of  little  use  for  pasture  because  of  the  steep  hills  and 
the  stony  nature  of  the  soil.  However,  he  undertook  the  improvements 
and  by  1902  had  accomplished  much  in  the  way  of  terracing  hills, 
removing  stones,  providing  pastures  and  erecting  buildings.  The 
announcement  had  been  made  some  years  before  that  students  would 
not  be  required  to  labor  on  the  farm  except  so  far  as  demonstration 
work  was  necessary. 

The  department  was  now  taking  on  new  life  and  began  to  attract 
some  students.     By  the  close  of  the  year  of  1904-05  there  were  ten 


276  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

collegiate  students  taking  the  regular  B.  S.  A.  course,  besides  others 
electing  a  small  amount  of  work,  and  ten  sub-freshmen  taking  some 
work  in  agriculture.  The  total  enrollment  was  116,  of  whom  71 
were  taking  horticulture.  In  another  year  the  total  number  taking 
some  sort  of  agricultural  work  was  200. 

In  1905  Colonel  W.  G.  Vincenheller,  the  director  of  the  experiment 
station,  went  to  Little  Rock  and  laid  the  claims  of  the  station  before 
Senator  W.  P.  Fletcher,  requesting  his  influence  for  the  passage  of  a 
bill  giving  suitable  maintenance  funds.  Now  it  happened  that  Senator 
Fletcher  was  a  progressive  man,  fully  awake  to  some  of  the  educational 
needs  of  the  State,  and  he  agreed  to  help  the  station  people,  if  they 
in  turn  would  agree  to  a  bill  providing  for  a  wider  usefulness  on  the 
part  of  the  station.  To  this  they  readily  assented  and  a  bill  was 
passed  appropriating  $35,500  for  buildings  and  maintenance  and 
directing  that  instruction  be  provided  in  "practical  agriculture,  horti- 
culture, entomology,  veterinary  and  kindred  subjects." 

Steps  were  at  once  taken  to  organize  the  College  of  agriculture 
and  it  soon  made  its  appearance  with  a  regular  faculty  composed,  for 
the  most  part,  of  the  station  people.  Indeed,  only  one  member  of  the 
faculty,  the  professor  of  agriculture,  was  not  a  member  of  the  station 
staff.  Regular  courses  of  study  were  outlined  in  agricultural  chem- 
istry, agronomy,  animal  husbandry,  dairy  husbandry,  entomology,^ 
horticulture,  and  veterinary  science.  In  the  reorganization  the  old 
department  of  agriculture,  held  by  Professor  G.  A.  Cole  since  1904.  had 
been  replaced  by  the  department  of  agronomy.  This  arrangement  con- 
tinued until  1907,  when  an  eighth  department  was  added,  agriculture, 
in  charge  of  Professor  Cole,  the  department  of  agronomy  being  turned 
over  to  the  agriculturist  of  the  experiment  station.  This,  which  is  now 
called  the  department  of  agricultural  education,  is  still  the  only  chair 
not  connected  with  the  station.  In  1909  an  effort  was  made  to  bring 
about  a  closer  relation  in  farm  as  well  as  in  practice  between  the 
agricultural  college  and  the  station,  and  the  general  oversight  of  both 
was  confided  to  C.  F.  Adams  as  dean  and  director  of  the  College  of 
Agriculture  and  Experiment  Station. 

Besides  the  collegiate  course  of  four  years  leading  to  the  degree 
of  B.  S.  A.,  there  was  a  short  course  covering  two  years,  leading  to  a 


THE  COLLEGE  OF  AGRICULTURE.  277 

certificate  only,  to  which  students  were  admitted  at  the  discretion  of 
the  professor  in  charge  of  each  subject  for  which  he  applied.  This 
short  course  has  since  been  reduced  to  a  term  of  eight  weeks  each 
year.  There  was  also  a  short  winter  course  of  two  weeks  intended  for 
those  already  engaged  in  farming.  The  short  winter  course  was 
recommended  as  early  as  1896  by  Professor  Menke,  but  nine  years 
passed  before  it  was  realized.  He  declared  that  the  four  and  two 
year  courses  here,  as  everywhere  else,  were  failures,  but  that  the  short 

^course  was  slowl)^  becoming  successful.     It  is  now  well  known  that 
has  been  used  to  build  up  the  longer  courses  in  other  institutions. 
ft  is  still  offered  at  the  University  of  Arkansas  and  is  attracting  some 

iittention  among  the  farmers,  but  no  great  things  have  as  yet  resulted 
Irom  it. 

II.     Departments  of  Instruction. 

Agricultur.\l  Education. 

Ever  since  the  founding  of  the  university  there  has  been  at  least 
pretence  of  instruction  in  agriculture,  though  the  department  has 
lad  a  somewhat  uncertain  existence.    As  noted  elsewhere  the  depart- 
lent  of  chemistry  carried  this  department  for  many  years,  the  head 
)f  this  department  being  denominated  at  the  same  time  superintendent 
)f  agriculture.     In  1894,  when  Professor  Menke  was  superintendent, 
le  name  of  W.  F.  Bates  appears  as  instructor  in  agriculture.    Appar- 
ently this  is  the  first  time  when  any  man  was  supposed  to  devote  his 
jntire  time  to  the  subject.  In  1896,  for  the  first  time,  the  superintendent 
las  no  other  duties,  the  place  being  held  at  that  time  by  R.  L.  Bennett. 
At  the  end  of  one  year  he  was  succeeded  by  C.  L.  Newman,  who 
assumed  the  title  professor  of  agriculture  in  1902.     In  1904  he  was 
succeeded  by  G.  A.  Cole.     The  department  of  agriculture  then  dis- 
appears in  name,  being  replaced  by  that  of  agronomy,  but  reappears 
in  1907.     In  February,  1908,  R.  J.  Nelson  succeeded  Professor  Cole 
as  professor  of  agriculture  and  served  until  December,   1909,  when 
he  resigned  and  the  department,  which  had  been  renamed  the  depart- 
ment of  agricultural  education  in  June,  was  left  in  charge  of  Adjunct 
Professor  J.  M.  Wilson. 

Down  to  1884  the  instruction  in  agriculture  had  not  proceeded 
beyond  a  "knowledge  of  plants,  the  analysis  of  the  soils,  minerals  and 


278  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

a  practical  knowledge  of  chemistry."  Two  years  later  the  so-called 
agricultural  course  was  given  first  place  in  the  catalogue,  but  there 
was  nothing  about  any  course  in  agriculture  in  the  "Outline  of 
Studies."  Two  years  later  still  we  learn  that  the  superintendent  gave 
instruction  in  the  reclamation  of  land,  clearing,  stumping,  etc., ;  in  the 
selection  of  farms  for  special  purposes ;  rotation  in  crops ;  buildings ; 
implements  and  machinery;  preparation  of  the  soil,  preparation  of 
manures  and  composts ;  improvement  of  lands ;  roots  (tubers)  ;  green 
fodders,  etc. ;  and  agricultural  chemistry. 

Not  until  1903  were  definite  courses  announced  and  outlined  as  in 
other  departments.  Then  a  three-hour  course  was  offered  in  soils 
and  farm  crops,  a  two-hour  course  in  farm  buildings,  machinery  and 
animals,  a  two-hour  course  in  rural  economy  and  experiments,  and  a 
four-hour  course  in  special  farming  with  special  reference  to  live 
stock  and  grain.  These  courses  remained  unchanged  until  1908,  except 
that  a  three-hour  course  in  irrigation  and  drainage  was  added  in  1906 
and  a  three-hour  course  in  "advanced  agriculture"  in  1907.  In  1908 
these  courses  were  rearranged  and  somewhat  extended  and  a  course 
in  bookkeeping  and  farm  accounts  was  added.  In  addition,  courses 
were  offered  in  horticulture,  soils,  and  school  gardening  for  the  benefit 
of  students  taking  the  normal  course.  At  present  the  department 
offers  an  elementary  course  in  agriculture  (3)  and  one  in  bookkeeping 
and  farm  accounts  and  rural  law  (1),  both  of  which  are  required  of  J 
freshmen.  For  students  of  collegiate  grade  a  course  in  general  agri-| 
culture  and  school  gardening  (3),  farm  mechanics  and  farm  manage- 
ment (2),  and  rural  economics  (1). 

As  late  as  1902  the  superintendent  of  agriculture  complained  that 
no  recitation  room  had  been  provided  for  classes  in  agriculture  and 
that  this  and  other  conditions  had  deterred  students  from  taking  the 
course.  The  erection  of  the  Agricultural  Building  in  1905  obviated 
this  difficulty.  The  following  year  21  students  were  reported.  The 
number  enrolled  during  the  year  1908-1909  was  148. 

Horticulture. 

This  department  shows  signs  of  waking  into  a  separate  existence 
in  1894,  when  Jerome  McNeil  was  styled  professor  of  horticulture. 
However,  closer  observation  reveals  the  fact  that  he  was  also  professor 


THE  COLLEGE  OF  AGRICULTURE.  279 

of  biology  and  geology  and  that  this  was  his  main  business.  In  1896 
J.  T.  Stinson  was  designated  horticulturist  and  was  supposed  to 
devote  all  his  time  to  the  subject.  In  1897  the  department  was 
ll&cognized  by  the  board.  January,  1900,  Professor  Stinson  was 
succeeded  by  Ernest  Walker.  From  1905  to  1909  he  was  assisted  by 
J.  L.  Hewitt. 

Back  in  the  old  days  when  the  superintendent  of  agriculture  looked 
after  everything,  instruction  was  oflFered  in  the  preparation  of  soils, 
management  of  plants,  horticultural  implements,  methods  of  obtaining 
new  varieties,  flower  and  kitchen  gardening,  nurseries  and  orchards, 
and  greenhouses.  Even  now  the  instruction  is  hardly  more  compre- 
hensive, but  is  much  more  S3Stematized  and  more  intensive.  The 
courses  outlined  in  1896  related  to  propagation  of  plants  and  vegetable 
gardening  (3),  fruit  culture  and  landscape  gardening  (3),  forestr}-  and 
plant  breeding  (2).  In  1903  a  course  on  horticultural  literature  and 
special  work  and  reports  was  added.  At  present  the  courses  relate 
to  plant  physiology  (3),  fruit  culture  (3),  horticultural  structures  and 
implements  (2),  plant  propagation  and  plant  growing,  small  fruits 
and  vegetable  gardening,  special  work  and  practice,  horticultural 
literature,  forestry  (2),  landscape  gardening,  greenhouse  methods  and 
forcing,  floriculture  (2),  commercial  pomology  (2),  and  the  evolution 
of  cultivated  plants  and  plant  breeding. 

During  the  year  1899-1900.  3  students  were  enrolled.  In  1905-06 
the  number  reached  44.    At  times  since  then  it  has  gone  above  100. 

Veterinary  Science. 

Some  instruction  in  this  subject  appears  to  have  been  offered  as 

early  as  1886,  but  this  department  first  appeared  in  1896  in  connection 

Avith  bacteriology  and  was  then  put  in  charge  of  R.  R.  Dinwiddie.    In 

1900  it  disappeared  from  the  agricultural  school,  but  reappeared  in 

jl905.     In  1906  W.  Lenton  was  added  as  adjunct  professor  and  upon 

le  transfer  of  Dr.  Dinwiddie  to  the  department  of  animal  husbandry 

1907,  he  was  made  full  professor  and  put  in  charge  of  the  depart- 

lent. 

At  first  a  three-hour  course  was  oflFered  in  anatomy  and  physiolog\^ 
}i  domestic   animals,  and   the   physiology  of  animal   nutrition   and 
^production,  and  also  a  three-hour  course  in  bacteriology  and  hygiene 


280  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

and  farm  and  stable  hygiene.  Upon  the  reappearance  of  the  department 
in  1905  a  general  course  was  offered  in  the  essential  branches  of 
veterinary  science  for  students  in  agriculture,  consisting  of  lectures, 
recitations  and  practical  exercises ;  also  courses  in  anatomy,  physi- 
ology, hygiene,  and  general  veterinary  pathology  and  in  special 
veterinary  pathology,  dealing  with  diseases  and  their  treatment.  At 
present  the  department  offers  two  courses,  differing  but  slightly  from 

the  work  indicated  above. 

( 

Animal  Husbandry. 

Some  work  of  this  character  seems  to  have  been  offered  by 
Professor  Menke  as  far  back  as  1888,  but  it  was  soon  dropped.  The 
department  came  into  being  in  1905  with  R.  W.  Wade  in  charge.  In 
1907  he  was  succeeded  by  R.  R.  Dinwiddie,  who  was  assisted  by  A.  K. 
Short.  The  retirement  of  Dr.  Dinwiddie  in  1909  left  Professor  Short 
in  charge  of  the  department.  WM 

The  courses  offered  by  Professor  Wade  were :    Judging  cattle  anfi 
live  stock  (1),  study  of  breeds  and  commercial  cattle  (1),  principled 
of  judging  and  breeding  farm  animals  (1),  principles  of  feeding  (1), 
judging  of  stock  and  of  breeds  and  pedigrees  (1),  and  feed  and  feedin 
(1).    Practically  the  same  courses  are  offered  now. 

Entomology. 

The  year  1905  also  witnessed  the  creation  of  this  department^ 
though  some  instruction  in  entomology  appears  to  have  been  offered 
as  early  as  1886.  When  made  a  separate  department  it  was  put  in 
charge  of  C.  F.  Adams,  the  present  incumbent.  When  he  became 
director  of  the  experiment  station  (1909)  it  became  necessary  to  add 
an  assistant  and  Paul  Hayhurst  was  elected  to  this  position.  Courses 
are  offered  in  general  entomology,  consisting  of  work  on  anatomy, 
physiology,  metamorphosis,  classification,  and  habits  of  insects  J 
advanced  entomology  (3)  ;  systematic  entomology  (3)  ;  advance 
economic  entomology  (3),  insect  bionomics  (3),  and  research  work. 

Agricultural  Chemistry. 

In  the  early  days  the  department  of  chemistry  furnished  whatever 
instruction  was  furnished  in  agricultural  chemistry.  In  1905  J.  H. 
Norton  took  charge  of  the  newly  created  department  of  agricultural 


THE  COLLEGE  OF  AGRICULTURE.  281 

lemistry.    In  1908  he  was  succeeded  by  W.  M.  Bruce,  who  is  assisted 
by  H.  D.  Young  as  adjunct  professor. 

A  three-hour  course  is  offered  in  soil  physics  and  a  six-hour  course 
in  agricultural  chemistry. 

Agronomy. 

^  The  department  of  agronomy  makes  its  first  appearance  in  1905, 
■rhen  it  temporarily  replaces  the  department  of  agriculture,  of  which 
H  really  was  an  offshoot.  It  was  then  in  charge  of  G.  A.  Cole.  Two 
years  later  he  reverted  to  agriculture  for  a  name  and  C.  P.  Norgord 
was  put  in  charge  of  the  department  of  agronomy,  with  W.  S.  Jacobs 
as  assistant.  In  1908  Professor  Norgord  resigned  and  was  succeeded 
^y  Martin  Nelson. 

The  courses  first  offered  were :     Soil  physics,  soil   management, 
irm  crops,  and  thesis  work.    In  addition  to  these  courses  two  are  now 
Tered  in  agronomy. 

Dairying. 

Some  sort  of  instruction  in  dairying  was  offered  previous  to  1905, 
but  the  department  of  dairying  was  created  then  and  put  in  charge 
of  V.  A.  Hooper.  Since  1907  he  has  been  assisted  by  Adjunct  Pro- 
fessor C.  H.  Tourgee. 

The  department  offers  instruction  in  dairying  (4),  dairy  cattle  (3), 
the  dairy  herd  (3),  the  city  milk  supply  (2),  milk  testing  (2),  butter 
making  (5),  cheddar  cheese  (5),  dairy  manufactures  (4),  scoring  butter 
and  cheese  (1),  and  investigation  and  thesis  work. 

The  number  of  students  is  not  large,  but  the  present  enrollment 
is  the  best  in  the  history  of  the  institution.  In  1905-06  there  were 
only  6. 

The  department  pays  special  attention  to  butter  and  cheese  making 
and  also  sells  milk  to  the  citizens  of  Fayetteville.  As  the  herd  was  not 
sufficient  for  all  purposes,  the  department  began  buying  milk  and 
cream  from  farmers  in  September,  1906,  for  use  in  butter  and  cheese 
making,  as  well  as  for  student  work.  That  month  there  was  but  one 
patron,  and  he  sold  not  quite  five  dollars'  worth  of  milk.  This  patron 
is  still  selling  to  the  department  and  his  monthly  bill  now  runs  over 
$125.00.  During  the  year  1907  the  department  paid  out  to  all  patrons 
about  $4,130.00;  during  1908,  $4,800.00;  and  during  1909,  $8,700.00. 


282  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

During  the  first  few  months  after  starting  this  work  there  were  five 
patrons ;  now  there  are  forty-five,  and  the  number  will  probably  be 
one  hundred  before  the  middle  of  the  coming  summer. 

The  department  has  encouraged  the  growth  of  industry  by  paying 
high  prices  for  milk  and  cream  from  the  start,  in  order  to  offset  the 
low  production  per  cow,  which  is  characteristic  of  this  State.  It  is 
now  seeking  to  improve  the  herds  by  the  use  of  pure-bred  males  and 
by  testing  these  herds  so  that  the  unprofitable  ones  may  be  discarded. 
Development  was  slow  at  the  start,  but  the  industry  is  now  on  a 
safe  footing  and  the  prediction  is  made  that  eventually  the  dairy 
industry  will  become  a  close  second  to  the  fruit  industry  of  the  State. 

When  the  new  Dairy  Building  was  ready  for  operation,  the 
equipment  consisted  of  just  that  which  was  absolutely  necessary,  and 
much  of  this  was  loaned  or  donated  by  the  manufacturers.  Since  that 
time  new  equipment  has  been  added  as  rapidly  as  funds  would  allow 
and  now  it  is  fairly  complete.  During  the  past  summer,  a  refrigerator 
plant  and  new  and  up-to-date  ripeners  and  coolers  were  installed. 

The  dairy  herd  is  composed  entirely  of  Jerseys  and  Jersey  graded 
as  the  department  has  neither  the  money  nor  land  necessary  for  thi 
purchase  and  maintenance  of  herds  of  the  different  dairy  breeds 
Accurate  records  have  been  kept  of  every  animal  in  the  herd,  thesij 
being  obtained  by  weighing  and  sampling  each  milking  and  testing 
these  samples  monthly,  the  results  being  entered  in  a  permanent 
record  book.  There  are  individuals  in  this  herd  that  are  producing 
over  7,000  pounds  of  milk  and  butter-fat,  equivalent  to  over  four 
hundred  pounds  of  butter  per  year. 

Plant  Pathology, 

The  newest  creation  in  the  line  of  regular  instruction  is  the  depart- 
ment of  plant  pathology,  which  was  created  in  1909  and  put  in  charge 
of  Professor  J.  L.  Hewitt,  who  was  transferred  from  the  department 
of  horticulture. 

Farmers'  Institute. 

Back  in  the  nineties  an  experiment  was  made  in  holding  farmer® 
institutes  as  a  means  of  arousing  interest  in  agricultural  educatioql 
but  with  no  striking  results.    A  few  years  ago  the  work  was  resumed. 


THE  COLLEGE  OF  AGRICULTURE.  283 

and  in  1909  Professor  G.  A.  Cole  was  employed  to  take  charge  of  this 
work.  This  department,  properh'  speaking,  should  be  classed  as 
extension  work.    It  is  new,  but  great  possibilities  lie  out  before  it. 

The  specialist  will  at  once  detect  that  some  of  the  departments 
'  outline  more  instruction  than  they  are  able  to  give  with  the  present 
'  force,  especially  when  a  part  of  the  time  must  be  devoted  to  research 
work  for  the  station.  The  departments  themselves  recognize  this 
fact  and  the}-  do  not  attempt  to  give  it  all,  but  the  work  is  outlined 
to  call  attention  to  its  need  and  in  the  hope  that  adequate  help  will 
soon  be  provided. 

II.     The  Experiment  Station. 

March  2,  1887,  President  Cleveland  signed  a  bill  hardly  second  in 
importance  to  the  Morrill  bill  which  was  signed  a  quarter  of  a  century 
earlier  by  President  Lincoln.  It  was  the  Hatch*  bill,  which  provided 
funds  to  support,  and  directed  the  organization  of,  research  and 
experimental  work  in  agriculture. 

The  purpose  of  the  act  was  said  to  be  "to  aid  in  acquiring  and 
diffusing  among  the  people  of  the  United  States  useful  and  practical 
information  on  subjects  connected  with  agriculture,  and  to  promote 
:  scientific  investigation  and  experiment  respecting  the  principles  and 
;  applications  of  agricultural  science."  In  furtherance  of  this  end  it 
provided  for  the  establishment  of  agricultural  experiment  stations 
;  under  the  direction  of  the  land-grant  colleges  and  directed  such 
stations  ''to  conduct  original  researches  or  verify  experiments  on  the 
physiology  of  plants  and  animals;  the  diseases  to  which  they  are 
severally  subject,  with  the  remedies  of  the  same;  the  chemical 
composition  of  useful  plants  at  their  different  states  of  growth ;  the 
comparative  advantages  of  rotative  cropping  as  pursued  under  a 
varA'ing  series  of  crops,  the  capacity  of  new  plants  or  trees  for 
acclimation ;  the  analysis  of  soils  and  water ;  the  chemical  composition 
of  manures,  natural  or  artificial,  with  experiments  designed  to  test 
their  comparative  effects  on  crops  of  different  kinds,  the  adaptation 
and  value  of  grasses  and  forage  plants ;  the  composition  and  digesti- 


^"  H^tch  was  bom  in  Kentucky,  1833.  He  practiced  law  in  Missouri  and  became  a  circuit 
judge.  In  the  Civil  War  he  sided  with  the  South,  rising  to  the  rank  of  adjutant  general,  .\fter  the 
war  he  served  several  terms  in  congress  as  a  representative  from  Missouri.  In  congress  he  showed 
great  interest  in  measures  for  the  development  of  agriculture,  and  is  known  as  the  father  of  the 
experiment  station  law.     He  died  in  1896. 


i 


THE  COLLEGE  OF  AGRICULTURE.  285 

bility  of  the  different  kinds  of  food  for  domestic  animals ;  the  scientific 
and  economic  questions  involved  in  the  production  of  butter  and 
cheese ;  and  such  other  researches  or  experiments  bearing  directly  on 
the  agricultural  industry  of  the  United  States  as  may  in  each  case  be 
deemed  advisable,  having  due  regard  to  the  varying  conditions  and 
needs  of  the  respective  states  or  territories."  To  secure  uniformity 
of  methods  the  commissioner  (now  secretary)  of  agriculture  was  made 
the  head  of  the  system.  The  stations  were  required  to  make  reports 
of  progress  in  the  form  of  bulletins  at  least  once  every  three  months, 
and  provision  was  made  for  the  transmission  of  these  bulletins  by 
the  United  States  mail  free  of  charge.  The  act  provided  for  an  annual 
appropriation  of  $15,000  to  carr^^  out  its  designs.  Of  the  first  appro- 
priation, not  more  than  one-fifth  could  be  used  for  building  purposes, 
and  of  subsequent  appropriations  not  exceeding  five  per'  cent.  An 
act  approved  ^March  16,  1906,  and  known  as  the  Adams  bill,  provided 
an  additional  sum  of  $5,000  for  that  year  and  an  annual  increase  of 
$2,000  until  the  total  reached  $30,000.  The  amount  due  the  station 
from  the  federal  government  for  1910  is  $28,000. 

The  state  has  not  been  very  liberal  toward  the  station,  though  in 
recent  years  it  has  begun  to  wake  up  to  its  importance.  The 
legislature  of  1905  appropriated  $35,000  for  the  station  and  the  College 
I  of  Agriculture,  of  which  $17,000  was  set  aside  for  buildings.  In  1907, 
I  $35,200  was  appropriated  and  in  1909  the  legislature  voted  $55,900,  but, 
on  account  of  the  depleted  condition  of  the  treasury,  the  governor 
vetoed  items  until  only  $36,900  was  left. 

Advantage  was  soon  taken  of  the  provisions  of  the  Hatch  bill  and 
the  experiment  station  was  immediately  organized,  February  17,  1888. 
A  brick  building  was  erected  at  a  cost  of  $4,000,  and  it  was  supplied 
with  apparatus  and  material  at  an  additional  cost  of  $4,100,  all  of 
which  \^as  paid  for  out  of  federal  funds,  though  the  law  said  that  not 
more  than  one-fifth  of  the  first  appropriation  could  be  used  for  building 
purposes.  Branch  stations  were  also  established  at  Jonesboro,  Pine 
Bluff,  and  Texarkana.  The  last  has  been  discontinued  and  the  second 
has  been  moved  to  Newport. 


286  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  first  staff  was  as  follows : 

A.  E.  Menke Director. 

William  Trelease Consulting  Botanist. 

S.  S.  Twombly Chemist    and    Vice-Director. 

F.  W.  Simonds Biologist. 

S.  H.  Crossman Entomologist. 

C.  W.  Woodworth* Entomologist. 

E.  H.  Richman   Horticulturist. 

R.  R.  Dinwiddle  Veterinarian. 

C.  B.  CoUingwood Chemist. 

G.  A.  Humphrey Assistant  Chemist. 

F.  Cory   Assistant  at  Pine  Bluff. 

R.  L.  Munn Assistant  at  Jonesboro. 

J.  K.  Fitzgerald Assistant  at  Texarkana. 

*Vice  S.  H.  Crossman,  deceased. 

The  experiment  station  has  always  been  more  or  less  intimately 
connected  with  the  department  of  agriculture.  Of  the  twelve  men 
on  the  first  staff,  only  three  were  on  the  university  teaching  force.. 
Beginning  with  March,  1891,  the  staff  was  entirely  distinct  from  tl|p 
teaching  force  of  the  university.  However,  in  more  recent  years  the 
staff  has  been  almost  identical  with  that  of  the  College  of  Agriculture. 

One  of  the  greatest  evils  against  which  the  station  has  had  to 
contend  is  the  frequent  changes  in  the  staff.  This  has  been  due  to 
two  causes,  insufficient  salaries  and  insecurity  of  tenure.  Only  one 
man.  Dr.  R.  R.  Dinwiddie,  has  been  with  the  station  ever  since  its 
organization.  Many  have  remained  only  one  year  and  others  two  and 
three  years.  As  experiments  frequently  must  extend  over  a  series  of 
years  before  any  satisfactory  results  can  be  obtained,  these  frequent 
changes  have  often  caused  delays  and  sometimes  serious  losses, 
new  man  can  not — sometimes  will  not — always  take  up  where  h^ 
predecessor  left  off.  He  has  his  own  methods  and  wishes  to  follow 
them,  or  it  may  be,  wishes  to  continue  experiments  begun  elsewher(^ 
These  evils  have  frequently  been  pointed  out.  In  1894  the  board 
trustees  elected  the  staff  for  four  years,  but  rescinded  the  rule  at  th6 
end  of  that  period  and  did  not  return  to  it  for  several  years.  However, 
security  of  tenure  is  not  sufficient  to  hold  men.  The  station  is 
constantly  losing  men  who  are  tempted  away  by  higher  salaries. 


THE  COLLEGE  OF  AGRICULTURE.  287 

.| 

I'  In  compliance  with  the  law  the  station  early  began  the  issuance  of 
bulletins.  In  all  it  has  issued  one  hundred  and  four  and  also  annual 
reports. 

Most  of  the  experiments  have  been  with  crops  or  animals  already 
well  known  in  the  State,  but  a  few  have  had  in  vicAV  the  introduction 
of  something  new.  Naturally,  cotton  was  one  of  the  first  things  to 
receive  attention.  As  the  main  station  is  out  of  the  cotton  belt,  the 
work  had  to  be  carried  on  at  a  branch  station  and  the  one  at  Pine 
Bluff  was  selected  for  this.  In  1888  work  was  begun  on  soil  tests, 
fertilizers  and  methods  of  cultivation  and  the  results  were  published 
in  1892.  Bulletins  were  also  issued  in  1893,  1894,  and  1897  dealing 
with  the  various  questions  of  cotton  culture,  the  last  dealing  especially 
with  the  best  methods  of  restoring  worn-out  cotton  lands.  Since  1905 
experiments  have  been  carried  on  in  variet}^  tests  and  breeding  work. 

While  Arkansas  is  not  a  great  wheat  state,  the  cereal  is  grown 
here  in  considerable  quantities.  Experiments  on  wheat  growing  were 
begun  in  1887  for  the  purpose  of  determining  the  best  method  of  pre- 
paring the  soil  and  planting  the  seed,  the  best  varieties  for  this  section 
and  the  most  profitable  fertilizers.  The  work  was  carried  on  at  New- 
port and  was  concluded  and  reported  upon  in  1894.  The  chemist  then 
began  a  series  of  experiments  on  the  chemistry  of  wheat  which  he  con- 
tinued for  four  years.  An  attempt  was  made  in  1897  to  discover  the 
best  methods  of  increasing  the  yield  without  increasing  the  cost,  the 
results  of  which  were  published  in  1900.  This  is  the  last  published 
report  on  wheat,  but  studies  are  now  being  conducted  in  breeding, 
variety  tests,  cultivation,  rates  of  seeding,  and  the  effects  of  soils  on 
yield  and  quantity. 

Corn  is  a  common  crop  in  Arkansas  and  certain  parts  of  the  State 
probabh'  are  as  well  adapted  to  this  cereal  as  any  part  of  the  United 
States.  However,  experiments  on  corn  were  not  begun  until  1892. 
The  first  experiments  dealt  with  fodder,  its  composition,  the  best 
methods  of  securing  it  and  its  effects  on  corn.  Tests  were  next  made 
to  determine  the  yield  from  the  same  variety  grown  in  different 
latitudes.  Seven  varieties  were  collected  from  about  twenty  different 
states  for  this  work.    The  station  is  now  conducting  experiments  in 


288  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

breeding,  variety  tests  (seventy  varieties  being  used),  methods  of 
distribution,  cultivation,  vitality  of  seed,  and  efifects  of  crossing. 

Of  all  the  experiments,  one  of  the  most  noteworthy  in  point  of 
results  was  that  on  rice.  Previous  to  1902  the  plant  was  practically 
unknown  in  Arkansas.  One  or  two  farmers  had  attempted  to  grow  it, 
but  the  results  were  not  altogether  encouraging.  In  1902  the  station 
began  an  experiment  in  cooperation  with  a  farmer  near  Lonoke  which 
clearly  demonstrated  that  rice  could  be  grown  there  under  proper 
conditions.  In  1903  the  station  cooperated  with  the  department  of 
irrigation  and  drainage,  studying  the  questions  of  water  supply.  In 
1905  the  matter  of  rice  growing  was  again  taken  up,  the  plant  was 
enlarged,  but  really  satisfactory  results  were  not  obtained  until  the 
following  year.  However,  previous  attempts  had  demonstrated  the 
possibilities  of  the  industry  and  several  farmers  were  growing  rice 
successfully  in  1904.  When  the  results  of  the  experiments  were  pub- 
lished in  1906  the  cultivation  began  to  spread  rapidly.  In  1909  the 
production  of  rice  in  Arkansas  amounted  to  over  1,000,000  bushels. 

A  little  has  been  done  in  experimentation  on  fruits,  though  not  as 
much  as  might  reasonably  have  been  expected  since  the  station  is 
located  in  the  heart  of  one  of  the  finest  fruit  belts  in  the  United 
States.  At  first  the  principal  lines  of  study  were  the  care  of  the 
apple,  such  as  treatment  for  insects  and  plant  diseases.  In  1904  the 
rejuvenation  of  an  old  orchard  was  undertaken  with  results  that 
attracted  considerable  attention.  Bulletins  have  also  been  published 
on  the  peach,  strawberries,  and  the  grape.  The  peach  and  strawberry 
industries  have  grown  to  large  proportions  in  the  State,  but  the 
vineyard  is  yet  to  be  developed.  Several  bulletins  dealing  with  truck 
farming  have  been  issued. 

In  the  matter  of  live  stock  the  station  has  not  done  a  great  deal 
for  the  improvement  of  the  breeds,  but  has  been  active  for  the 
prevention  of  diseases,  especially  for  the  eradication  of  the  cattle  ticfc| 

The  following  is  a  complete  list  of  the  bulletins   issued  to  th« 
close  of  1909:  1 

Bulletin     i.     Cultivation  of  Cotton  and  Corn. — A.  E.  Menke. 
Bulletin    2.    Diseases  of  Animals. 

Bulletin     3.     Remedies  for  Peach  Borer  and  Codling  Moth. — S.  H.  Crossman. 
Bulletin    4.     Commercial  Fertilizers. 


THE  COLLEGE  OF  AGRICULTURE.  289 


Bulletin     5.     Dehorning. — R.  R.  Dinwiddie,  S.  S.  Twombly,  and  C.  B.  Collingwood. 

Bulletin     6.     Experiments  with  Wheat. 

Bulletin     7.     Tests  of  Varieties  of  Grapes  and  Strawberries. 

Annual  Report — First  Annual  Report,  1888. 

Bulletin     8.  Spaying  of  Cattle. 

Bulletin     9.  Cotton-seed  Hulls  for  Fattening. 

Bulletin  10.  Insects  and  Insecticides ;  Chemical  Fertilizers. — C.  W.  Woodworth. 

Bulletin  11.  Strawberries  and  Cereals. 

Annual  Report. — Second  Annual  Report,  1889. 

Bulletin  12.     Influence  of  Spaying  on  Milk  Production :  ^lilk  Analysis. 

Bulletin  13.     Entomolog\-. — C.  W.  Woodworth ;  Test  of  Varieties  of  Strawberries. — 

J.  McNeil] 
Bulletin  14.     The  Effects  of  the  Arsenites  upon  the  Plants. — C.  W.  Woodworth. 
Bulletin  15.     New  Insecticides  for  the  Cotton  Worm. — G.  C.  Davis. 

.\nnual  Report. — Third  Annual  Report,  1890. 

Bulletin  16.     Nature  and  Treatment  of  a  Prevalent  Skin  Disease  of  Young  Cattle — 

Ringworm. — R.  R.  Dinwiddie. 
Bulletin  17.     Test  of  Varieties  of  Grapes,  Strawberries,  Raspberries,  and  Plums. — 

J.  F.  McKay. 

Annual  Report — Fourth  Annual  Report,  1891. 

Bulletin  18.     Some  Cotton  Experiments  at  Newport. — R.  L.  Bennett. 
Bulletin  19.     Manures  and  Some  Principles  in  Farm  Manuring. — G.  L.  Teller. 
Bulletin  20.     Animal  Parasitism;  Some  Texas  Fever  Experiments. — R.  R.  Dinwiddie. 
Bulletin  21.     Grapes:      Some    Insect    and    Fungus    Diseases    and   their    Remedies; 

Spraying    Apparatus;    Apples    and    Grapes    in    Arkansas. — J.    T. 

Stinson. 
Bulletin  22.     Sorghum    and    Sugar-cane    Culture;    Syrup    and    Sugar    Making    on 

Small  Farms ;  Some  Field  Experiments  with  Cantaloupes  and  Corn. 

— C.  L.  Newman. 

Annual  Report. — Fifth  Annual  Report,  1892. 

Bulletin  2},.     Cotton  Experiments  at  Newport,  1892. — R.  L.  Bennett  and  G.  B.  Irby. 

Bulletin  24.     Fodder. — G.  L.  Teller. 

Bulletin  25.     Unsound   Corn   and  Forage  as   a   Cause  of  Disease  in   Liv^e    Stock; 

Colics    in    Horses    and    Mules ;    Some    Further    Experiments    with 

Cattle;  Texas  Fever. — R.  R.  Dinwiddie. 


290 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Annual  Report. — Sixth  Annual  Report,   1893. 

Bulletin  26.     Spraying   Apple   Trees;    Spraying   for   Apple    Scab  and    Bitter   Rot; 

Prevalence  in  the   State  of  Apple   Scab  and   Bitter  Rot ;  Varieties 

of  Apples  in  the  State  Reported  as  Surest  Bearers;   Some  Apples 

Adapted  to  all  Sections  of  the  State ;  Arkansas  Seedling  Apples. — 

J.  T.  Stinson. 
Bulletin  27.     Late  Crops  for  Overflow  Lands ;   Corn ;  Varieties  for  all   Sections  of 

the    State ;    Corn    Culture ;    Rotation   of   Crops ;    Cotton ;    Egyptian 

Varieties ;   Cotton   Culture ;    Stack   Frame   for   Curing  and   Storing 

Cowpea    Hay;    Cowpea    Hay;    Forage    Plants;    Oats    for    Hay. — 

R.  L.  Bennett  and  G.  B.  Irby. 
Bidletin  28.     Rye   for   Green   Winter    Feeding ;    Fertilizer   Experiments    with    Rye ; 

Onions    from    Seed;    Salsify,    or    Oyster    Plant;    Fall-raised    Irish 

Potatoes ;     Preparation    of     Soil     for    Cotton ;     Bermuda    Grass ; 

Pocket  Gopher ;  Moks. — C.  L.  Newman. 
Bulletin  29.     Wheat   Experiments   on    Sandy   Loam    Soil   at    Newport    Substation ; 

Some   Grass   Experiments   on    Clay   Loam    Soil   at   Fayetteville. — 

R.  L.  Bennett  and  G.  B.  Irby. 
Bulletin  30.     Feeding    Standards;     Some    Arkansas     Stock    Foods;     Compounding 

Rations. — G.  L.  Teller. 
Bulletin  31.     Fattening  Mature  Steers  on  Cotton  Seed  and  Cowpea  Hay;  Cowpeas; 

Swe-et  Potatoes;  Peanuts;  Cotton  Varieties;  Minor  Miscellaneous 

Subjects. — R.  L.  Bennett  and  G.  B.  Irby. 
Bulletin  32.     Protection  of  Soil  from  Surface  Washing;  Hillside  Ditches;  Terraces; 

Drainage   of  Wet   Lands;   Indications   of  the   Need   of   Drainage; 

Open  Ditches;  Underdrains. — C.  L.  Newman. 

Annual  Report. — Seventh  Annual  Report,  1894. 

Bulletin  33.  Insects  Injurious  to  Fruits  and  Vegetables  and  Remedies  for  Destroy- 
ing Them. — J.  T.   Stinson. 

Bulletin  34.  Vegetables;  Varieties,  Culture,  and  Fertilization;  Sundry  Experi- 
ments.— C.  L.  Newman. 

Bulletin  35.  Verminous  Bronchitis;  Parturient  Apoplexy  of  Cows;  Hog  Cholera 
and  Other  Swine  Diseases;  Tuberculosis  of  Cattle;  Glanders  in 
Horses  and  Mules. — R.  R.  Dinwiddie. 

Bulletin  36.     Grasses  and  Clovers. — R.  L.  Bennett. 

Bulletin  37.     Syrups  and  Molasses. — G.  L.  Teller  and  J.  F.  Moore. 


Annual  Report. — Eighth  Annual  Report.  1895. 

Bulletin  38.     Irish  Potatoes. — C.  L.  Newman. 

Bulletin  39.     Spraying  Fruits;  Strawberries,  Grapes.— J.  T.  Stinson. 


THE  COLLEGE  OF  AGRICULTURE. 


291 


Bulletin  40.  On  the  Toxic  Properties  of  ^lolds. — R.  R.  Dinwiddie ;  Field  Investi- 
gations of  Various  Stock  Diseases. — H.  V.  Goode. 

Bulletin  41.  Pork  Production  on  Crops  Gathered  by  Hogs;  A  Succession  of  Crops 
for  Hogs. — R.  L.  Bennett. 

Bulletin  42.     Concerning  Wheat  and  its  Mill  Products. — G.  L.  Teller. 

Bulletin  43.     Report  of  the  Horticulturist,  1896. — J.  T.  Stinson. 

Annual  Report. — Ninth  Annual  Report,  1896. 


Bulletin  44. 
Bulletin  45. 
Bulletin  46. 


Bulletin  47. 


Vegetable  Gardening. — C.  L.  Newman. 

Milk :     Its  Decomposition  and  Preservation. — R.  R.  Dinwiddie. 

Experiments  with  Manures  and  Rotation  for  Improving  Worn  Cotton 

Soils ;  Experiments  on  Beef  and  Pork  Production  in  Connection 

Therewith. — R.  L.   Bennett. 
Concerning  Fertilizers  and  Manures;  After-effect  of  Manures. — G.  L. 

Teller. 
Bulletin  48.     Strawberries. — ^J.  T.  Stinson. 

Annual  Report. — Tenth  Annual  Report,  1897. 

Bulletin  49.     Preliminarj-  Report  on  Arkansas   Seedling  Apples. — J.  T.   Stinson. 

Bulletin  50.     Some  Irish  Potato  Experiments. — C.  L.  Newman. 

Bulletin  51.     Methods  of  Combating  Communicable  Diseases  of  Farm  Animals. — 

R.  R.  Dinwiddie. 
Bulletin  52.     Feeding  Value  to  Steers  of  Cotton  Seed,  Ground  Cotton  Seed,  Cotton 

Meal,  and  Hulls ;  EflFect  of  Temperature. — R.  L.  Bennett. 
Bulletin  53.     A  -Report  of  Progress  of  Investigations  in  the  Chemistrj-  of  Wheat. — 

G.   L.   Teller. 
Bulletin  54.     Fattening  Value  of  Certain*  Foods  Gathered  by  Pigs. — R.  L.  Bennett. 
Bulletin  55.     Orchard  Cultivation. — J.  T.  Stinson. 


Annual  Report. — Eleventh  Annual  Report,   1898. 

Bulletin  56.     Tomatoes,  Cabbage,  and  Onions. — C.  L.  Newman. 

Bulletin  57.     The   Relative   Virulence   for  the   Domestic  Animals  of  Human   and 

Bovine  Tubercle ;  Bibliographical  Review ;  Experimental  Researches. 

— R.  R.  Dinwiddie. 
Bulletin  58.     An  Experiment  in  Grazing  a  Corn  and  Cowpea   Field  with  Steers; 

Experiments    with     Peanuts,    Legume    Manuring.     Cotton    Meal. 

Whole    and    Crushed    Cotton    Seed    Manuring,    and    Varieties    of 

Cotton.— R.  L.  Bennett. 
Bulletin  59.     The  Comparative  Yield  of  Com  from  Seed  of  the  Same  Variety  Grown 

in  Different  Latitudes. — C.  L.  Newman. 
Bulletin  60.     Second  Report  on  Arkansas  Seedling  Apples. — J.  T.  Stinson. 


292  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Annual  Report. — Twelfth  Annual  Report,  1899. 

Bulletin  61.  Annual  Plants  for  Summer  Hay  and  Pasture;  for  Winter  Hay  and 
Pasture,  and  for  Forage  of  Coarse  Fodder ;  Permanent  Plants 
for  Meadow  and  Pasture ;  Special  Crops  for  Pig  Grazing. — 
R.  L.  Bennett. 

Bulletin  62.     Wheat  Experiments. — C.  L.  Newman. 

Bulletin  63.  The  Relative  Susceptibility  of  the  Domestic  Animals  to  the  Contagia 
of  Human  and  Bovine  Tuberculosis. — R.  R.  Dinwiddie. 

Bulletin  64.     Notes  on  Celery. — E.  Walker. 

Bulletin  65.     Pig-Feeding  Experiments. — R.  L.  Bennett. 

Annual  Report. — Thirteenth  Annual  Report,  1900. 

Bulletin  66.  Oat  Experiments. — C.  L.  Newman. 

Bulletin  67.  Investigations  of  Swine  Diseases  in  Arkansas. — R.  R.  Dinwiddie. 

Bulletin  68.  Soil  Improvement  and  Forage  Experiments. — R.  L.  Bennett. 

Bulletin  69.  Some  Muskmelon  Experiments. — E.  Walker. 

Bulletin  70.  Cowpea  Experiments. — C.  L.  Newman. 

Annual  Report. — Fourteenth  Annual  Report,  1901. 


Bulletin  71 
Bulletin  72, 
Bulletin  'JZ 
Bulletin  74. 
Bulletin  75 
Bulletin  76, 


Why  Apple  Trees  Fail. — E.  Walker. 

Sweet   Potato   Experiments. — C.   L.   Newman. 

Pork  Production  Experiments  and  Hog  Ranching. — R.  L.  Bennett. 

The  Phosphate  Rocks  of  Arkansas.— J.  C.  Branner  and  J.  F.  Newsoni. 

Alfalfa— R.  L.  Bennett. 

Pig  Feeding  Experiments  with  Cotton-seed  Meal. — R.  R.  Dinwiddie. 


Annual  Report. — Fifteenth  Annual  Report,  1902. 

Bulletin  ^T.     Cowpea  Experiments. — C.  L.  Newman. 
Bulletin  78.     Experiments  with  Edible  Oils. — J.  F.  Moore. 
Bulletin  79.     Peach  Growing  in  Arkansas. — E.  Walker. 


Annual  Report. — Sixteenth  Annual  Report,  1903. 


Bulletin  80 
Bulletin  81 
Bulletin  82 
Bulletin  83 
Bulletin  84 


Cowpea  Hay. — C.  L.  Newman. 

Fertilizers. — A.    M.   Muckenfuss. 

Live-stock  Sanitation  in  Arkansas. — R.  R.  Dinwiddie. 

Broom  Corn   Suggestions. — C.  L.   Newman. 

Peanuts. — C.  L.  Newman. 


Annual  Report. — Seventeenth  Annual  Report,  1904. 


THE  COLLEGE  OF  AGRICULTURE. 


293 


Annual  Report. — Eighteenth  Annual  Report,  1905. 

Bulletin  85.     Cotton-food  Products  in  Hog  Feeding. — R.  R.  Dinwiddie. 
Bulletin  86.     Asparagus  and  Salt;   Asparagus   Growing  in  Arkansas;    Rhubarb  in 
Arkansas. — E.   Walker;    Fertilizers    Registered    for    Sale    in   Arkansas 

during  IQ05. — A.  M.  Muckenfuss. 
Glanders  of  Hofses. — R.   R.   Dinwiddie. 
Food  Adulteration  in  Arkansas. — J.  H.  Norton. 
Rice  Growing  in  Arkansas. — W.  G.  Vincenheller. 
The  Cattle  Tick  in  Washington  and  Benton  Counties. — W.   G.  Vin- 
cenheller. 
Bulletin  91.     Suggestions  upon  the  Care  of  Appk  Orchards. — E.  Walker. 


Bulletin  87. 
Bulletin  88. 
Bulletin  89. 
Bulletin  90. 


Annual  Report. — Nineteenth  Annual  Report,  1906. 

92.     Some  Insects  of  Orchard  and  Other  Fruits. — C.  F.  Adams. 


Bulletin 
Bulletin 
Bulletin 
Bulletin 


93- 
94- 
95- 


Bulletin  96. 


Bulletin  97. 


Cattle  Tick  Eradication  in  Northwest  Arkansas. — W.  G.  Vincenheller. 

Rice  Culture. — R.  J.  Nelson. 

Notes  on  Spraying  and  Suggestions  for  Combating  Crop  Pests.— 
E.  Walker. 

Anthrax  in  Arkansas;  Charbon  Outbreaks  in  1905-1906;  General 
Description ;  Preventive  Measures ;  Anthrax  Vaccination  and  its 
Results ;  Commercial  Vaccines. — R.  R.  Dinwiddie. 

Anthrax  and  Anthrax  Vaccines  (Technical). — R.  R.  Dinwiddie. 


Annual  Report. — Twentieth  Annual  Report,  1907. 

Bulletin    98.     Rice.— R.  J.  Nelson. 
Bulletin     99.     Farm  Poultry. — W.   S.   Jacobs. 
Bulletin  100.     Meterological  Summary. — J.  H.  Norton. 

Bulletin  loi.     Notes  on  the  Cattle  Tick  and  Tick  Fever  of  Cattle;  Tick  Eradica- 
tion in  Arkansas  in  1907. — R,  R.  Dinwiddie  and  W.  Lenton. 
Bulletin  102.     The  San  Jose  Scale  in  .^.rkansas. — C.  F.  Adams. 

Annual  Report. — Twenty-first  Annual  Report,  1908. 

Bulletin  103.  The  Deposition  of  Fat  and  Lean  in  Hogs.  A  Comparison  of  the 
Capability  of  Hogs  of  the  Lard  and  Bacon  Type  in  the  Utilization 
of  Wide  and  Narrow  Rations. — R.  R.  Dinwiddie  and  A.  K.  Short. 

Bulletin  104.     Farm  Drainage. — C.  P.  Norgord. 

Circular  i.  Corn  Judging:  A  Circular  of  Information  for  the  Members  of  the 
Boys'  Corn  Clubs,  of  the  State  of  Arkansas. — R.  J.  Nelson. 

Annual  Report. — Twenty-second  Annual  Report,  1909. 

Bulletin  105.     Studies  on  the  Bacteriology  of  Infectious  Diseases  of  Swine. — R.  R. 

Dinwiddie  and  J.  F.  Stanford. 
Circular  2.     Farmers'   Hand   Book  on   Swine ;  A  Collection  of  Data  pertaining  to 

the  Feeding,  Care  and  Management  of  Swine. A.  K.  Short. 


CHAPTER  XVII. 


THE  PROFESSIONAL  SCHOOLS. 


I.     Medical  Department. 

June  16,  1879,  Chairman  Gregg  of  the  committee  on  medical  college 
department  of  university  located  at  Little  Rock  presented  the  follow- 
ing report :  "That  a  medical  department  be  established  at  Little  Rock ; 
that  P.  O.  Hooper,  M.  D.,  be  and  act  as  principal,  that  he,  with  advice 
and  consent  of  state  medical  association,  appoint  assistants  and 
lecturers."    Two  days  later  this  was  adopted. 

A  modest  announcement  was  issued  in  the  summer  of  1879  stating 
that  lectures  would  begin  October  7.  No  "magnificent  and  imposing 
structure"  as  the  medical  department  building  could  be  presented  to 
"inspire  wonder  and  admiration  in  students,"  but  a  comfortable 
building  had  been  secured  and  moderate  hospital  facilities  were  avail- 
able. Fifteen  names  were  presented  in  the  list  of  faculty  and 
instructors,  among  them  such  well-known  names  as  those  of  Doctors 
P.  O.  Hooper,  James  S.  Dibrell  and  James  H.  Southall.  Instruction 
was  based  in  what  was  called  a  "voluntary  graded  course"  of  three 
years. 

During  the  first  year  twenty-two  students  matriculated,  one  of 
whom  was  graduated.  At  their  June  meeting  in  1880  the  board 
ordered  that  the  word  "Industrial"  be  inserted  in  the  title  of  the 
medical  department  to  show  that  it  was  a  department  of  the  Arkansas 
Industrial  University.  Yet  they  had  done  nothing  for  it  except  pass 
resolutions.  The  medical  faculty  had  purchased  and  fitted  up  a 
building  at  their  own  expense.  The  board  now  resolved  to  ask  the 
legislature  to  provide  for  the  appointment  of  "two  scientific  physicians, 
contiguous  to  the  medical  department,"  who,  with  the  dean,  should 
constitute  an  executive  committee  to  look  after  the  medical  depart- 
ment.   The  dean  was  to  be  a  member  of  the  board. 

The  legislature  of  1881  confirmed  the  action  of  the  board  in 
establishing  the  medical  department  and  carried  out  the  recommenda- 


296  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

tion  in  regard  to  the  executive  committee  except  that  the  dean  was 
not  made  a  member  of  the  board. 

-  The  state  medical  society  seems  to  have  taken  an  active  interest 
in  the  school.  A  board  of  visitors  representing-  this  society  was 
present  at  the  examination  of  candidates  for  degrees.  In  1885  this 
committee  gave  its  unqualified  endorsement  to  the  work  of  the  school. 
The  United  States  commissioner  of  education  also  called  attention  to 
the  small  number  of  graduates  compared  with  the  number  of 
matriculates — eight  out  of  41  in  1886 — as  evidence  of  thorough  work. 

Soon  after  the  department  was  founded  it  secured  a  "very 
commodious  edifice,"  three  stories  high,  on  Second  Street,  between 
Main  and  Louisiana.  Tn  1891  it  moved  into  a  "very  fine,  imposing 
edifice,  three  stories  in  height,"  on  Second  and  Sherman  Streets.  By 
this  time  the  hospital  facilities  had  increased  so  as  to  add  materially  * 
to  the  facilities  for  instruction,  the  Little  Rock  infirmary  and  the 
county  hospital  both  being  available.  This  same  year  the  department  ■ 
was  further  strengthened  by  the  Isaac  Folsom  Clinic,  endowed  with 
$20,000. 

Down  to  1892  students  were  required  to  attend  lectures  for  only 
two  years.  After  July,  1892,  in  accordance  with  the  requirements 
of  the  American  Medical  Association,  all  students  who  had  not 
attended  a  full  course  of  lectures  before  that  date  must  attend  three 
full  courses  of  six  months  each  in  three  separate  years.  Three  years 
later,  when  the  association  required  four  years,  the  medical  department  ; 
did  likewise.  They  have  also  followed  the  association  in  its  matter  ' 
of  requirements  for  admission. 

The  first  year  (1879-80)  the  instructional  force  numbered  16,  the 
students  22.  In  1889-1890  there  was  the  same  number  of  instructors, 
but  the  enrollment  of  students  had  gone  to  76.  At  the  end  of  another 
ten  years  there  was  still  the  same  number  of  instructors  and  the  name 
of  Dr.  P.  O.  Hooper  still  headed  the  list,  though  his  position  had 
been  that  of  an  emeritus  for  ten  years.  The  students  now  numbered 
171. 

II.     Law  Department. 

In  March,  1890,  on  motion  of  Trustee  Mitchell,  a  law  department 
was  created  at  Favetteville  with  F.  M.  Goar  as  dean,  and  four  other 


THE  PROFESSIONAL  SCHOOLS.  297 

professors.     A  hall  in  the  university  building  was  to  be  set  apart  for 

the  use   of   this   faculty.     A   course   of   study  was   outlined   in   the 

catalogue  and  it  was  announced  that  the  spring  term  would  run  from 

i  March  2  to  June  29,  the  fall  term  from  September  2  to  December  24. 

j  A  special  term  of  two  months  during  Juh^  and  August,   1891,  was 

announced  for  the  benefit  of  any  who  were  not  able   to   enter  the 

spring  term.     In  December  the  board  asked  the  legislature  to  buy 

!  books  for  the  law  department.     But  the  department  failed  to  material- 

!  ize.     The  following  year  the  board  declared  that  they  acted  in  good 

,  faith  in  providing  for  it  and  commended  the  zeal  of  Dean  Goar  in 

\  attempting  to  organize  it,  but  declared  it  inexpedient  to  advertise  such 

.  an  institution  in  the  catalogue  unless  teaching  was  actually  going  on. 

At  the  meeting  of  the  board  in  January,  1893,  Trustee  Mitchell  again 

brought  up  the  matter  of  a  law  department  by  a  resolution  to  adopt 

the  law  school  at  Little  Rock  as  the  law  department  of  the  universit}-. 

It  was  stipulated  that  this  department  should  be  on  the  same  basis  as 

the  medical  department  and  that  the  university  board  should  incur 

no  expense  for  its  maintenance. 

As  thus  organized  the  school  opened  in  October,  1893,  with 
Frank  M.  Goar  as  dean  and  four  other  attorneys  as  professors.  The 
course  was  divided  into  two  years,  but  if  one  had  already  read  law, 
or  preferred  trying  to  complete  the  work  in  one  year,  he  was  admitted 
to  the  final  examinations  and,  on  passing,  was  given  the  LL.  B. 
j  The  department  was  supported  by  tuition  fees  alone.  The  sessions 
'  were  held  at  night  in  the  capitol  building,  where  students  were  given 
access  to  the  supreme  court  library.  The  enrollment  the  first  year  was 
36.    By  1909  the  number  had  risen  to  69. 

The  method  of  instruction  is  by  recitations  on  previously  assigned 
lessons,  supplemented  by  special  lectures.  Students  are  also  required 
to  prepare  legal  papers  in  the  form  of  briefs.  The  course  of  study 
covers  two  years  and  leads  to  the  degree  of  bachelor  of  laws.  By  act 
of  the  legislature  all  graduates  of  this  school  are  admitted  to  practice 
in  the  supreme  court  and  all  inferior  courts  of  the  state  without 
examination. 


CHAPTER  XVIII. 


THE    BRANCH    NORMAL    COLLEGE. 


I.     Foundation. 

As  the  university  was  founded  under  the  reconstruction  regime, 
and  as  a  negro  was  president  of  the  board  for  a  time,  it  was  not 
unnatural  that  the  question  of  admitting  negroes  should  have  been 
raised.  Even  before  the  university  was  opened  it  was  brought  to  an 
issue  in  a  resolution  introduced  by  Trustee  Millen  directing  the 
president  to  admit  students  of  both  races.  Instead  of  this,  however, 
the  board  adopted  a  substitute  resolution  offered  by  Trustee  Bennett 
leaving  the  matter  to  be  settled  "as  the  sound  discretion  of  the 
executive  committee  may  dictate."  April  14,  1873,  the  executive 
committee  reported  that  their  '"sound  discretion"  had  thrown  the 
institution  open  to  all  "without  regard  to  race,  sex,  or  sect." 

However,  the  agitation  for  a  separate  institution  had  already  been 
started.  March  5,  1873,  Professor  Martin,  of  Pine  Bluff",  and  a  Mrs. 
Clark,  of  Phillipps  County,  were  invited  to  appear  before  the  board 
and  state  their  claims  and  views  in  regard  to  the  creation  of  additional 
normal  schools  for  the  training  of  colored  teachers,  the  schools  to  be 
located  in  districts  easily  accessible  to  the  colored  population.  As  soon 
as  their  views  were  known  Trustee  Bennett  introduced  a  resolution 
for  a  committee  of  three  to  devise  some  practicable  method  whereby 
the  legislature  might  be  induced  to  make  some  suitable  appropriation 
for  the  purpose  of  establishing  a  normal  school  for  the  education  and 
training  of  colored  persons  as  teachers.  This  resolution  was  adopted 
and  Trustees  Bennett,  Searle  and  Clayton  were  appointed  on  the 
committee. 

A  few  days  later  Mr.  Clayton,  who  was  also  a  member  of  the 

senate,  introduced  a  bill  to  carry-  out  the  purpose  of  the  resolution 

and  this  bill  became  a  law  April  25.  1873.     One  section  read: 

ft     "The  board  of  trustees  of  the  Arkansas  Industrial  University  are 

herebv  authorized  to  take  into  consideration  the  interests  of  the  state. 


300  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

and  especiall}^  the  convenience  and  well-being  of  the  poorer  classes, 
and  to  select  a  suitable  site  and  locate  thereon  a  branch  normal 
college,  which  location,  owing  to  the  principal  college  being  located  in 
the  northwestern  portion  of  the  state,  shall  be  made  southeast  or  east 
or  south  of  the  county  of  Pulaski." 

The  sum  of  $25,000  in  state  scrip  was  appropriated  to  carry  out  the 
purpose  of  the  law.  The  act  provided  that  the  branch  normal  should 
be  under  the  control  of  the  university  board.  While  negroes  are 
not  mentioned  in  the  act  it  was  understood  that  the  "poorer  classes" 
referred  to  them. 

At  the  July  meeting  of  the  board  Messrs.  Bennett,  Clayton  and 
Millen  were  appointed  a  committee  to  seek  financial  aid  and  bids  from 
towns  for  the  location  of  the  institution,  but,  owing  to  the  money  panic 
and  the  low  price  of  scrip,  which  ranged  at  times  as  low  as  twenty-five 
cents,  they  decided  to  defer  the  matter  of  location.  At  the  July 
meeting  in  1874,  the  board,  which  had  been  revolutionized  in 
consequence  of  political  changes  in  the  state,  again  took  up  the  matter 
and  a  new  committee,  Messrs.  Jones,  Johnson  and  Thompson,  was 
appointed.  However,  at  the  end  of  another  year  this  committee  had 
done  nothing  toward  carrying  the  law  into  effect.  Governor  Garland 
then  replaced  Mr.  Johnson  on  the  committee  and  became  its  chairman. 
Some  time  in  July,  1875,  the  committee  employed  Professor  J.  C. 
Corbin  and  directed  him  to  go  to  Pine  Bluff"  for  the  purpose  of 
investigating  the  desirability  of  that  place  as  a  location  for  the 
proposed  normal.  He  returned  with  a  favorable  report  and  the  com- 
mittee closed  a  contract  with  him  to  organize  and  take  charge  of 
the  school  for  one  year  at  a  salary  of  one  thousand  dollars. 

Armed  with  a  brief  letter  from  Governor  Garland  which  was  at 
the  same  time  his  letter  of  credit,  his  certificate  of  authority,  and  his 
recommendation.  Professor  Corbin  returned  to  Pine  Bluff  and  pro- 
ceeded to  organize  his  school.  Pie  rented  from  Colonel  M.  L.  Bell  a 
building  on  the  corner  of  Lindsay  and  Sevier  streets  at  $300  per  year, 
and  school  furniture  was  ordered  from  Chicago.  Sickness  caused 
delay  in  repairing  the  building  so  as  to  get  it  in  readiness  and  the 
boat  which  was  bringing  the  furniture  up  the  Arkansas  River  sank, 


THE  BRANCH   NORMAL  COLLEGE.  301 

but  the  school  was  finally  opened  September  27,  1875,  with  seven 
students  in  attendance.  Three  of  these  came  from  Jefferson  and  four 
from  Drew  counties. 

The  total  expense  of  maintaining  the  school  the  first  year  was  a 
little  over  fifteen  hundred  dollars.  In  June,  1876.  the  committee  on 
the  branch  normal  reported  that  none  of  the  state  scrip  had  been  sold 
and  that  there  was  then  in  the  state  treasury  to  the  credit  of  the  normal 
S21.011.60,  which  had  been  drawing  interest  at  five  per  cent,  since 
1872.  The  committee  never  visited  the  branch  normal  in  a  body, 
though  Trustee  Thompson  and  Professor  N.  P.  Gates,  of  the  normal 
department  at  the  university,  did  go  there  and  reported  the  manage- 
ment satisfactory.  Practically  all  responsibility  for  the  management 
was  thus  thrown  upon  Professor  Corbin.  The  expense  of  maintenance 
did  not  vary  much  before  the  close  of  the  decade.  In  June,  1880, 
the  balance  still  to  the  credit  of  the  institution  was  $13,711.60,  and 
it  owned  property  (furniture  mostly)  valued  at  $508.20. 

At  the  June  meeting  in  1880  the  board  decided,  on  motion  of 
Trustee  Thompson,  to  appropriate  $3,000  of  the  normal's  funds  to 
buy  land  in  or  near  Pine  BluiT,  and  Governor  Miller,  General  Royston 
and  W.  E.  Thompson  were  appointed  a  committee  to  carry  out  this 
resolution  and  to  erect  a  suitable  building.  This  committee  went  to 
Pine  BluiT  and  bought  twenty  acres  for  $700.  An  appeal  was  then 
made  to  the  legislature  for  building  funds  and  that  body  appropriated 
$10,000  for  this  purpose  in  1881.  The  same  committee,  except  that 
Governor  Churchill  had  replaced  Governor  Miller,  then  contracted 
with  Harding  and  Bailey,  of  Little  Rock,  to  erect  a  two-story  brick 
building  with  four  rooms  below  and  an  assembly  hall  above  at  a  cost 
of  $9,930.  After  this  was  paid  for  and  the  running  expenses  of  the 
session  1881-82  had  been  met  the  normal  still  had  to  its  credit  $9,706.35 
in  state  scrip  and  $3,224.68  in  currency.  The  committee  was  then 
authorized  to  erect  two  cottages  on  the  normal  grounds  at  a  cost  of 
not  over  $800  each,  one  to  be  rented  to  the  principal  and  the  other  to  a 
responsible  boarding-house  keeper.  At  the  following  meeting  of  the 
board  (1883)  they  reported  nothing  done  and  asked  that  the  appro- 
priation be  increased  to  $2,500.  This  was  done  with  instructions  to 
proceed  at  once  with  the  work,  but  it  seems  never  to  have  been  done. 


302  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

In  1887  the  legislature  appropriated  $5,000  for  a  girls'  dormitory 
and  with  this  sum  there  was  erected  a  building  accommodating  about 
thirty-five  girls.  Two  years  later  the  sum  of  $1,000  was  appropriated 
to  furnish  the  dormitory.  In  1891  $5,000  was  appropriated  for  the 
erection  of  a  building  for  the  agricultural  and  mechanical  department 
and  in  1899,  $600  for  an  office  building.  The  growth  of  the  school 
rendered  necessary  a  larger  building  and  the  legislature  of  1901  gave 
$5,000  for  an  annex  to  the  main  building,  and  at  the  same  time  $800 
for  enlargement  of  the  shop  building.  Another  addition  was  deemed 
necessary  in  1907  and  $6,000  was  voted. 

The  establishment  of  the  industrial  department,  which  had  often 
been  recommended  by  Professor  Corbin,  followed  immediately  upon 
the  erection  of  the  building  for  the  shops  in  1891.  Provision  was  made 
for  a  wood  shop,  a  machine  shop,  a  foundry  and  a  forge.  For  the 
first  year  this  was  in  charge  of  George  P.  Eustace,  who  had  done 
some  work  at  the  university.  He  was  succeeded  by  W.  S.  Harris,  of 
Virginia,  who  is  still  there. 

In  1894  out  of  241  students  enrolled,  42  were  taking  work  in  this 
department.  It  has  continued  to  grow  in  importance  and  in  the 
attendance  of  students.  The  work  turned  out  by  the  students  has  been 
a  credit  to  the  institution. 

Scarcely  had  this  department  been  estal)lished  when  Professor 
Corbin  began  to  make  recommendations  for  an  industrial  department 
for  girls.  This,  he  declared,  was  necessary  to  keep  them  busy  while 
the  boys  with  whom  they  recited  in  other  subjects  were  at  work  in 
the  shops.  After  making  several  ineffectual  appeals  Professor  Corbin 
at  last  in  1897  induced  the  board  to  respond.  They  elected  his 
daughter  "sewing  and  industrial  teacher  for  females"  and  authorized 
the  purchase  of  sewing  machines.  In  some  way  typewriting  was 
worked  in  also  and  at  the  end  of  the  year  it  was  reported  that  several 
of  the  girls  had  become  so  proficient  that  they  were  working  for 
several  lawyers  in  the  city.  With  this  accomplished  Professor  Corbin 
seems  to  have  rested  satisfied,  for  we  find  him  making  no  further 
recommendations  for  the  enlargement  of  the  school's  field  of  activity, 
except  by  an  increase  in  the  teaching  force  and  an  enlargement  of  the 
departments  already  in  existence. 


THE   BRANCH   NORMAL  COLLEGE.  303 

Professor  Isaac  Fisher,  who  became  principal  in  1902,  had  been 
educated  at  Tuskegee  and  was  thoroughly  imbued  with  the  Tuskegee 
I  idea.     He  soon  began  to  unfold  plans  for  greater  things,  and,  calling 
'  attention  to  the  fact  that  the  branch  normal  college  was  the  only  state 
-chool  in  the  South  for  negroes  which  did  not  provide  instruction  in 
agriculture,   recommended  the   establishment  of  the   following:     An 
agricultural  department,  a  dairy  department,  a  laundry  department. 
a  shoe-making  department,  a  harness-making  department,  a  wheel- 
wright   department,    a    department    of   domestic    economy,    a    brick- 
<  making  department,  a  printing  plant,  and  a  department  of  music.    The 
legislative   committee   of   1903   had   recommended   the   first   of   these 
proposed  innovations.     In  a  report  to  the  legislature  it  said : 

The  field  or  farm  industries  are  neglected  altogether.     There  are  some  twentj' 

.ores  of  ground  where  the  buildings  are  situated  and  its  proximitj-  to  market  would 
•  justify  its  appropriation  to  industrial  uses,  especially  such  as  market  gardening. 
:    This  branch  of  industry,  with  a  few  hundred  dollars  expended  to  organize  it,  can 

certainly  be  made  self-sustaining  and  at  the   same  time   teach  husbandry  to  the 

-tudents,  a  vocation  for  which  they  are  more  properly  fitted. 

The  ground  needs  drainage  and  fertilization,  and,  when  this  is  done,  the  water 
i  supply  is  such  that  irrigation  can  be  applied  and  a  crop  failure  absolutely  avoided, 
i    We  especially  recommend  that  the  trustees  of  the  Arkansas  Industrial  University 

be  directed  to  take  such  steps  as  will  produce  this  result. 

II.     Mainten.\nce. 

Down  to  1887  the  institution  seems  to  have  been  supported  entirely 
by  the  scrip  fund  together  with  the  small  fees  charged  students.  The 
same  rule  governing  the  matter  of  beneficiar\'  students  applied  here 
as  at  the  university.  At  first  tuition  was  free  to  all  signing  an 
agreement  to  teach  two  years  in  the  public  schools  of  the  State.  A 
payment  of  $5.00  as  a  matriculation  fee  sufficed  for  four  years' 
attendance  in  the  case  of  beneficiaries.  These  fees,  together  with 
tuition  collected  from  non-beneficiaries,  amounted  to  only  $111.60  in 
1877-8.  The  following  year  this  sum  fell  to  $17.50.  However,  it  is 
probable  that  a  good  many  who  were  not  beneficiaries  did  not  pa}- 
then  as  this  was  true  later.  The  board  called  attention  to  this  in 
1883  and  directed  that  a  fee  of  one  dollar  a  month  be  collected  from 
all    non-beneficiarv    students.      The    result    was    the    collection    of 


304  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

$328.85  the  following  year.  The  collection  of  matriculation  and 
tuition  fees  seems  to  have  been  somewhat  rigidly  enforced.  In 
1893-4  four  students  were  suspended  for  non-payment,  but  there  was 
only  ten  dollars  uncollected.  This  system  was  said  by  the  principal 
to  work  a  hardship  on  some  worthy  students  who  were  kept  away  by 
their  inability  to  pay  the  fees.  This  was  given  as  one  explanation  of 
the  small  enrollment,  183,  in  1893-4.  A  few  years  before  (1890-1)  it 
had  reached  218.  Though  modest,  the  fees  were  declared  to  be  in 
excess  of  those  charged  by  any  of  the  denominational  schools  in  the 
State.  This  was  thought  not  to  be  in  harmony  with  the  act  which 
founded  the  school  for  the  "poorer  classes."  The  system  remains 
unchanged. 

Since  1887  the  legislature  has  provided  maintenance  funds  out  of 
the  state  treasury  or  out  of  the  Morrill  fund.  The  following  table 
shows  the  sums  appropriated  out  of  the  state  treasury,  in  addition 
to  the  sums  already  mentioned  for  buildings,  and  also  the  amounts 
received  each  year  ending  June  30  from  the  Morrill  fund : 

State          Morrill 
1887  $  6,590  00       

1889  8,500  00       

1890 $4  090  8g 

1891  8.300  00       4,363  63 

1892  4,636  36 

1893  7,700  00       4,909  08 

1894  5, 181  81 

1895  8,900  00       5,454  54 

1896  5,727  -^l 

1897  10.250  00       6  000  00 

1898  6.545  43 

1899  9,250  00       6,818  16 

1900  6,818  16 

1901   2,579  DO         6,818  16 

1902  6,818  16 

1903  11,750  00         6,818  16 

1904  6,816  16 

1905     11,25000  6,81816 

•       1906     6.818    16 

1907     14.50000  6.818    16 

1908     6,818    16 

1909     1 1,600  00  6,818   16 


THE   BRANCH   NORMAL  COLLEGE.  305 

The    legislature    of    1909    voted    $13,500,    but    Governor    Donaghey 
vetoed  several  items  because  of  a  deficiency  in  the  state's  revenues. 

The  state  appropriations  were  made  mainly  for  the  payment  of 

salaries.    For  example,  in  1899  the  total  was  $10,250,  of  which  $8,000 

was  set  aside  for  this  purpose.    As  the  ^lorrill  fund  could  be  used  onh' 

for  the  payment  of  salaries  a  surplus  gradually  accumulated  which 

amounted  to  $20,758.47  on  June  1,  1899.     Soon  after  this  Hon.  W.  T. 

Harris,  United  States  Commissioner  of  Education,  notified  the  board 

i   that  the  Morrill  fund  could  not  be  allowed  to  accumulate,  but  must 

!   be  spent  for  the  year  for  which  appropriated.     However,  he  further 

stated  that  a  reasonable  time  would  be  allowed  the  board  to  dissipate 

j   the  surplus  already  accumulated.    At  a  called  meeting  in  November, 

I    1899,  the  board  proceeded  to  comply  with  this  suggestion  by  ordering 

all  salaries  of  branch  normal  teachers  to  be  paid  in  future  out  of  the 

[Morrill  fund,  and  for  this  year  that  the  salary  of  the  president  of  the 

university  should  be  paid  out  of  this  fund,  if  it  could  be  done  "without 

violating  the  law."     The  professor  of  mechanical  engineering  also 

was  being  paid  out  of  normal  funds.     The  board  further  authorized 

,    the  purchase  of  two  typewriters   ($150)  and  three  sewing  machines 

I    ($150)  out  of  the  :Morrill  fund.     June  12,  1902,  the  treasurer  of  the 

branch  normal  reported  that  the  surplus  had  been  reduced  to  $647.54. 

This  explains  the  small  appropriation  made  b}^  the  legislature  ia 

1901.     The  board  had  asked  for  only  $2,750.     This  appears  to  have 

I   been  a  shortsighted  policy  on  the  part  of  the  board  and  the  legislature. 

j   The  small   biennial   appropriations  being  made   by  the   State   might 

!  have  been  continued  and  diverted  to  the  development  of  an  agricultural 

and  other  departments  while  the  Morrill  funds  were  suflficient  for 

the  payment  of  salaries. 

HI.     Te-xchixg  Force. 

For  several  years  Professor  Corbin  seems  to  have  done  all  the 
teaching  except  such  as  was  done  by  student  assistants.  In  1882, 
when  the  enrollment  had  reached  145,  the  committee  on  the  branch 
normal  recommended  an  assistant  teacher  at  $40  per  month,  but  the 
board  took  no  action  in  the  matter  until  the  following  year,  when  they 
authorized  the  employment  of  an   assistant  at  $30  per  month,  the 


THE  BRANCH  NORMAL  COLLEGE.  307 

salary  to  be  paid  out  of  the  tuition  fees  of  one  dollar  a  month  which 
they  ordered  collected  from  all  non-beneficiary  students. 

Ten  years  later  the  teaching  force  had  grown  to  six  in  number. 
The  board  then  instructed  them  to  organize  as  a  faculty,  which  they 
did  by  the  election  of  Professor  J.  C.  Corbin  chairman  and  \\'.  S. 
Harris  secretary.  The  faculty  was  composed  of  five  members.  The 
third  assistant,  who  was  a  male,  was  included,  while  the  second 
assistant,  a  female,  was  not. 

In  1902  Isaac  Fisher  succeeded  J.  C.  Corbin  as  principal.  As  at 
present  constituted,  the  teaching  force  numbers  ten.  Of  these  two 
devote  their  entire  time  to  the  mechanic  arts  department,  one  all  of  her 
time  to  dressmaking,  one  a  part  of  her  time  to  freehand  drawing,  and 
all  the  rest  their  whole  time  to  the  arts  and  sciences  and  normal  work. 
This  does  not  include  the  professor  of  mechanical  engineering  at  the 
university  who,  for  several  years,  has  been  catalogued  as  superintend- 
ent of  mechanic  arts  and  is  paid  out  of  branch  normal  funds. 

Under  a  resolution  passed  in  1903  all  teachers  and  other  employes 
of  the  branch  normal  were  placed  under  the  control  of  the  local  trustee 
with  the  stipulation  that  his  dismissal  should  be  final.  Do>yn  to  1907 
the  tenure  of  all  was  for  one  year.  Beginning  with  1907  the  principal 
was  elected  for  a  term  of  two  years. 

IV.     Requirements  for  Admission. 

As  already  stated  the  branch  normal  was  opened  September  27, 
1875. ^with  seven  students  in  attendance.  Professor  Corbin  believed 
that  there  were  several  explanations  of  this  small  number.  One  was 
that  a  report  had  been  industriously  circulated  to  the  eflFect  that 
heavy  fees  would  be  charged,  five  dollars  per  month.  Another  report 
declared  that  the  school  was  only  a  bit  of  political  trickery.  But  the 
most  fundamental  reason  was  the  difficulty  in  finding  students 
prepared  to  meet  the  entrance  requirements. 

While  the  reconstructionists  in  Arkansas  were  not  so  thoroughly 
imbued  with  the  idea  of  equality  as  to  decree  mixed  schools,  they 
some  times  manifested  a  certain  striving  after  it  in  form,  if  not  in 
effect.  This  crops  out  in  the  act  founding  the  branch  normal  in  such 
a  way  that  it  looks  almost  as  if  the  framers  of  the  act  intended  to 


308  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

make  it  impossible  for  negroes  to  receive  any  benefit  from  the 
institution.  The  act  provided  that  it  should  be  governed  by  the  same 
rules  and  regulations  as  the  principal  college.  The  board  were 
required  to  furnish  the  branch  normal  with  professors  and  teachers 
equal  in  number,  attainments,  and  other  desirable  qualifications  to 
those  furnished  in  the  normal  department  of  the  university.  Students 
were  to  be  admitted  in  like  numbers  and  with  like  qualifications  as  in 
the  normal,  were  to  pursue  the  same  courses  of  study  in  the  same  text- 
books and,  upon  graduation,  were  to  receive  like  honors  and  degrees. 

Presumably    by    "principal    college"    the    normal    department    at 
Fayetteville  was  meant.     The  entrance  requirements  to  this  were  "a 
satisfactory  examination  in  the  common  English  branches."     This  is 
somewhat    indefinite,    but    we    know    that    after    admission    to    the 
preparatory  normal  class  the  student  devoted  himself  to  arithmetic^ 
grammar,  geography,  reading,  algebra,  drawing,   Latin,  and  history^ 
With    such    requirements    the    wonder   is    that   seven    students   were! 
found  in  two  counties  who  were  able  to  enter.    Had  the  requirements! 
been  rigidly  enforced  even  these  probably  would  have  been  excluded^ 
We  are  told  that  the  acquirements  of  those  who  applied  for  admission| 
were  of  the  most  heterogeneous  character :    "One  could  read  very  wellj 
but  could  not  write  a  word  legibly.     Another  could  cipher  througt 
proportion,  but  could  not  read  three  consecutive  sentences  in  such  a| 
way   as   to   convey   any   idea   of   their   meaning."     By   relaxing   the 
requirements  Professor  Corbin  was  able  to  get  together  twenty-sevei 
students  before  the  end  of  the  calendar  year.    It  is  impossible  to  trace| 
the  history  of  the  requirements  for  admission.     In  1893  we  learn  thai 
for  several  years  the  standard  of  admission  had  been  ability  to  read! 
the   fourth   reader,   and    a   knowledge   of   the   fundamental   rules   oi 
arithmetic,    penmanship,    and    geography.      If    the    criticism    of    the 
legislative  committee  to  the  efifect  that  the  "foundation  of  primary 
training"  was  not  well  laid  was  well  founded,  it  may  be  that  ever 
these  requirements  were  not  rigidly  enforced.     The  principal  seemec 
to  think  that  lower  work  ought  to  be  given,  but  the  teaching  force 
was  not  sufficient  to  handle  it,  nor  had  the  board  authorized  it. 

At  present  the  completion  of  the  fifth  grade  in  the  public  schools 
entitles  one  to  enter  the  preparatory  department,  where  he  must  spend 
two  years  for  the  completion  of  the  work.     The  statement  of  the 


THE  BRANCH   NORMAL  COLLEGE.  309 

requirements  for  admission  to  the  normal  department  is  somewhat 
indefinite — "the  equivalent  of  seventy-two  weeks  of  two  and  one-half 
hours  per  week,  in  arithmetic,  English  grammar.  United  States  history 
and  geography ;  thirty-six  weeks,  of  two  and  one-half  hours  per  week, 
in  free  hand  drawing  and  twelve  weeks  in  general  history.  The 
candidate  for  the  B.  A.  must  offer,  in  addition  to  the  foregoing, 
"satisfactory  work  in  English  composition,  physical  geography, 
algebra,  geometr}^  and  one  Latin  author." 

V.     Courses  of  Study, 

An  examination  of  the  course  of  study  prescribed  in  1879-80  reveals 

the  fact  that  the  law  was  being  followed  to  the  letter  in  that  respect, 

^for  it  was  identical  with  the  course  prescribed  in  the  normal  depart- 

lent  at  Fayetteville.     However,  there  was  a  three  year  preparatory 

:ourse  antecedent  to  this  which  began  with  the  fourth  reader,  graded 

fessons  in  English  and  Robinson's  shorter  arithmetic. 

Modifications  in  the  course  of  study  were  soon  being  made  in  the 
«'ay  of  lowering  the  requirements.  In  1881,  on  motion  of  Trustee 
'hompson,  Professor  Corbin  was  allowed  to  deviate  from  the  course 
)rescribed  in  the  catalogue  of  the  normal  department  at  Fayetteville 
)y  omitting  descriptive  geometry,  differential  and  integral  calculus 
md  logic.  Two  years  later  the  course  was  still  further  modified  on  the 
recommendation  of  Professor  Corbin  by  dropping  Latin.  However, 
those  who  so  desired  might  still  complete  the  regular  course  and 
receive  the  normal  diploma,  while  those  completing  the  amended 
course  were  to  receive  only  certificates  for  the  work  actually  done. 

Professor  Corbin  stated  (1889)  that  the  normal  course  was  not 
intended  merely  to  prepare  for  teaching  and  said  that  it  differed  from 
the  regular  college  curriculum  only  in  the  omission  of  one  or  two 
branches  of  higher  mathematics  and  including  less  Greek.  The 
legislative  committee  of  1893  called  attention  to  the  fact  that  the 
normal  features  of  the  school  were  largely  ignored,  but  there  was  no 
immediate  change.  Yet,  a  few  years  ago,  eighty-four  per  cent  of  the 
graduates  were  said  to  be  engaged  in  teaching.  As  it  stands  to-day  the 
normal  course  is  simply  a  short  arts  and  science  course  with  a  very 
little  pedagogy  and  some  industrial  work  thrown  in.     The  course 


310  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

covers  four  years  and  leads  to  the  L.  I.  certificate,  or  degree,  as  it  is 
called.  Latin  and  algebra  are  begun  in  the  first  year.  For  the  first 
three  years  male  students  have  four  hours  a  week  in  the  shops  and 
female  students  eight  hours  in  the  sewing  room.  The  last  year  this 
work  is  optional,  but  pedagogy  and  psychology  are  required  for  two 
terms.  At  the  annual  meeting  of  the  board  in  1909  the  committee  on 
the  branch  normal  was  instructed  to  raise  the  courses  of  study  to 
coincide  with  a  standard  normal  school  "in  so  far  as  practicable  at 
this  time." 

A  course  leading  to  the  B.  A.,  is  laid  down  in  the  catalogue.  In 
the  autumn  term  of  freshman  year  the  student  in  this  course  is 
required  to  take  English,  mathematics,  physics,  and  Latin,  but  just 
what  English,  what  mathematics,  what  physics  and  what  Latin  it  is 
he  is  not  informed  until  he  applies.  '  Perhaps  the  little  importance 
attached  to  this  course  accounts  in  part  for  the  indefinite  statements. 
The  present  principal  of  the  school.  Professor  Isaac  Fisher,  states  that 
out  of  173  (1906)  graduates  of  the  institution,  only  ten  have  taken  the 
B.  A.,  and  that  the  last  candidate  applied  for  it  thirteen  years  ago.  As 
a  matter  of  fact,  according  to  the  alumni  list,  one  graduated  with  the 
B.  A.  in  1882,  one  in  1883,  four  in  1884,  two  in*  1885,  one  in  1889,  and 
one  in  1894.  Much  more  emphasis  is  laid  on  the  mechanic  arts 
department  where  courses  are  offered  in  mechanic  arts  and  manual 
training.  The  first  covers  three  years,  the  second  four,  and  ten  hours 
per  week  of  shop  work  is  required  each  year  in  each  course.  The 
wood  shop  will  accommodate  24  students,  the  forge  shop  16,  the 
machine  shop  16,  the  tool  room  4  and  the  boiler  room  4.  The  object  of 
these  courses  is  to  train  young  men  for  certain  trades,  especially 
carpenter,  fireman  and  engineer,  and  to  supply  the  demand  for  trained 
teachers  in  the  industrial  schools  of  the  South.  A  good  deal  of  time 
is  devoted  to  English,  mathematics  and  the  sciences.  The  industrial 
feature  for  girls  lays  most  emphasis  on  dressmaking. 

Considering  the  aptitude  of  the  negro  for  music  it  would  be  strange 
if  this  subject  were  neglected  altogether.  While  the  authorities  have 
never  made  any  special  provision  for  it,  the  faculty  have  managed  to 
arrange  for  instruction  in  both  vocal  and  instrumental  music.  By 
concerts  and  donations  a  set  of  band  and  one  of  orchestral  instruments 
have  been  secured.    The  choir  of  forty  voices,  trained  by  the  principal, 


THE   BRANCH   NORMAL  COLLEGE.  311 

is  one  of  the  features  of  every  commencement.     A  small  beginning  in 
art  has  been  made  by  the  wife  of  the  principal. 

VI.     Attendance. 

Although  the  school  opened  in  1875  with  only  seven  in  attendance 
the  first  day,  the  total  enrollment  for  the  year  reached  seventy-five. 
However,  many  dropped  out  after  a  month  or  two  so  that  the  averiige 
attendance  for  the  last  three  or  four  months  did  not  exceed  45  or  50. 
For  the  year  1879-80,  126  were  enrolled,  of  whom  13  were  in  "first 
grade,"  42  in  "second  grade."  and  71  in  "third  grade."  As  the  "grades" 
are  not  elsewhere  mentioned  it  is  impossible  to  tell  whether  the}"  were 
in  the  normal  or  in  the  preparatory. 

The  growth  of  the  institution  in  attendance  can  not  be  said  to  be 
altogether  flattering.  It  reached  218  in  1890-1  and  fell  back  to  183  in 
1894-5.     Since  then  it  has  been  as  follows  for  the  years  given : 

1899-19D0  22;2 

' 1901-1902  218 

1902-1903  180 

1905-1906  240 

1907-1908  340 

1908-1909  300 

This  variation  is  explained  by  the  principal  as  "due  to  the  fact  that, 
unlike  white  children,  negro  pupils  attend  school  according  to  the 
condition  of  the  crops — good  crops,  good  school  attendance,  and  vice 
versa."  The  attendance  is  usually  about  evenly  divided  between  the 
sexes. 


'^ 


u 


be 
c 


CHAPTER  XIX. 


THE    LIBRARY,   MUSEUM   AND   LABORATORIES. 


The  Library. 

The  first  recorded  mention  of  the  library  is  in  a  resolution  of  the 
board  March,  1872,  reciting  that  the  reading  room  which  had  been 
opened  in  town  and  supplied  with  periodicals  at  considerable  expense 
was  so  far  from  the  university  as  to  be  of  questionable  benefit  to  the 
faculty  and  students.  In  view  of  this  the  executive  committee  was 
authorized  to  close  it  and  open  one  at  the  university.  Just  when  this 
action  was  taken  does  not  seem  to  be  a  matter  of  record,  but  a  man 
who  entered  as  a  student  about  this  time  says  that  "there  was  a 
small  number  (of  books)  in  a  case  at  one  end  of  the  upper  room"  of 
the  first  temporary  building  erected  on  the  campus.  The  second  year, 
when  he  began  to  use  the  books,  he  found  there  a  very  carefully 
selected  lot,  the  most  of  them  intended  for  use  by  normal  students. 
A  few  periodicals  were  taken  also.  A  few  years  later  the  library,  still 
embryonic,  was  moved  into  the  room  over  the  chapel  in  the  north 
wing  of  University  Hall  and  this  has  been  the  scene  of  its  development 
to  this  day. 

Either  because  it  was  not  thought  worth  while  or  because  it  was 
not  feasible  to  do  so,  the  library  was  not  opened  at  regular  hours  until 
1877.  Then  the  faculty  set  the  hours  from  12  to  1  and  3  :30  to  4  p.  m. 
The  librarian  was  directed  to  keep  a  correct  list  of  all  books  belonging 
to  the  library  and  group  them  according  to  subject  matter.  No  one 
except  the  librarian  was  to  have  access  to  the  shelves  and  no  one 
except  teachers  could  draw  a  book  from  the  library,  though  students 
were  allowed  to  use  them  in  the  room.  A  teacher  might  keep  any 
book  one  week  or  if  text-book  used  in  his  class,  one  term.  Three 
years  later  students  were  allowed  to  draw  books  on  the  written  order 
of  a  teacher,  and  a  year  later  the  faculty  by  special  action,  limited  the 
right  to  draw  books  to  teachers  and  students. 


314  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

The  financial  support  of  the  library  has  never  been  flattering.  The 
legislature  of  1875  appropriated  $725  for  furniture  and  fixtures  and 
$800  for  books.  In  1879  the  appropriation  was  $1,000,  which  seems 
to  have  been  the  last  until  1895.  Meantime  the  board  allowed 
occasional  sums  out  of  the  maintenance  fund  amounting  in  all  for 
this  period  of  ten  years  to  a  little  over  $6,000.  Some  times  a  con- 
siderable part  of  the  amount  allowed  was  not  spent.  Out  of  an 
allowance  of  $350  for  1874-75  the  treasurer  reported  on  hand  a  balance 
of  $123.26,  and  out  of  $800  for  1875-6,  $732.98.  For  1877-8  the  amount 
spent  on  the  library  was  $54.95.  In  1895  the  legislature  renewed  its 
appropriations  with  the  modest  sum  of  $500.  This  was  increased  to 
$750  in  1899,  to  $1,000  in  1901  and  to  $1,500  in  1903,  but  reduced  to 
$1,000  again  in  1907.  The  legislature  of  1909  raised  the  sum  to  $2,000. 
but  the  governor  got  the  board  to  cover  one  half  the  sum  back  into 
the  treasury  to  help  out  the  prospective  deficit.  In  1881  the  faculty 
voted  to  impose  a  yearly  fee  of  $1.00  on  students  for  the  benefit  of  the 
library,  but,  if  ever  enforced,  it  was  not  continued.  In  more  recent 
time,  in  1901  and  again  in  1906,  they  suggested  this  to  the  board,  but 
the  suggestion  has  not  been  approved.  At  times  the  fines  imposed  on 
users  of  the  library  have  been  about  sufficient  to  pay  for  postage  and 
stationery.  It  should  be  noted  here,  however,  that  the  foregoing  sums 
do  not  fairly  represent  the  amounts  available  for  books,  especially  for 
the  last  eight  or  ten  years.  Several  of  the  departments  spend  the 
larger  part  of  their  maintenance  funds  for  this  purpose. 

At  first  the  board  selected  a  librarian  out  of  the  student  body, 
H.  G.  Coors,  of  the  junior  class,  serving  in  that  capacity  at  $6.00  per 
month  in  the  spring  of  1875.  During  the  year  1875-6  six  dififerent 
persons  held  this  office.  For  1876-7  H.  M.  Butler,  a  sophomore,  was 
elected  at  $14.00  per  month.  The  next  year  the  board  abolished  the 
office  for  purposes  of  retrenchment.  Some  member  of  the  faculty,  or 
a  student  selected  by  them,  was  requested  to  open  the  library  for  two 
hours  on  Saturdays  in  order  that  students  might  have  an  opportunity 
to  draw  out  books  under  such  rules  as  the  faculty  might  prescribe. 
In  1879  R.  W.  McFarlane,  a  freshman,  was  elected  librarian  and 
directed  to  keep  the  library  open  from  7  :30  to  8 :30  a.  m.,  12 :30  to  1 :30, 
and  3  :45  to  4 :45  p.  m.  Professor  Conrad  seems  to  have  had  charge 
most  of  the  time  after  this  until  he  left  the  university  in  1885,  though 


THE  LIBRARY,    MUSEUM   AND   LABORATORIES.  315 

in  1882  the  board  authorized  the  election  of  a  librarian  at  not  more 
than  $10  per  term. 

Beginning  with  1894  the  board  again  took  in  hand  the  matter  of 
electing  the  librarian,  designating  a  student,  George  Vaughan,  to  serve 
in  that  capacity.  Judging  from  his  report,  he  must  have  been  an 
efficient  officer.  Since  then  they  have  demanded  the  whole  time  of  the 
librarian,  hence  they  have  gone  outside  of  the  student  body  in  their 
selections.  The  following  is  a  list  of  those  who  have  served  in  this 
capacity: 

Miss  Julia  Angelina  Garside 1895-1896 

Miss  Susie  H.   Spencer 1696-1900 

Miss  Ada  Pace  1900-1902 

Mrs.    Neil    Carothers    1902-1903 

Miss  Ada  Pace  1903-1907 

Mrs.    Stella   R.    Lawrence 1907-1908 

Miss  Martha  Brownfield  acting 1908-1909 

Mrs.  M'ary  Austin   1909- 

Few  of  these  had  had  any  special  training  for  such  work  at  the 
time  of  their  election,  though  some  of  them  secured  such  training  as 
could  be  obtained  in  the  summer  months.  As  a  matter  of  course  they 
have  had  little  trained  assistance.  In  1907  the  board  authorized  the 
president  to  draw  on  the  student  labor  fund  for  library  help  and  since 
then  three  or  four  students  are  employed  every  year. 

In  1891  a  card  catalogue  was  begun  and  has  been  continued  at 
intervals  since,  but  it  is  not  yet  finished.  New  books  are  now 
catalogued  as  they  come  in,  but  the  library  force  is  not  sufficient 
to  carry  on  the  other  work  during  the  school  year  and  they  are  not 
retained  during  vacation.  The  policy  of  excluding  students  from  the 
stacks  seems  to  have  been  kept  up  down  to  1901.  The  seniors  and 
juniors  were  then  allowed  "behind  the  railing"  and  the  bars  were 
soon  thrown  down  to  all  collegiate  students.  This  practice  continued 
until  1910  when  all  except  library  attendants  and  professors  were 
excluded  from  access  to  the  shelves.  The  books  and  magazines  during 
this  period  were  on  open  shelves  and  were  easily  accessible  to  pro- 
fessors and  students  alike.  In  consequence  there  were  many  losses 
every  year. 


316  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

For  a  number  of  years  the  library  has  been  kept  open  during  the 
scholastic  year  from  8 :30  a.  m.  to  5  p.  m.  For  about  a  month  in  the 
fall  of  1905  an  experiment  of  keeping  it  open  for  three  hours  at  night 
was  made,  but  it  was  found  that  the  expense  was  out  of  proportion  to 
the  number  of  students  using  it. 

Of  the  library  in  particular  we  should  like  to  be  able  to  give  a  debit 
and  credit  account,  a  balance  sheet  that  should  take  account  not 
merely  of  dollars  spent  and  books  added  and  lost,  but  of  men  and 
women  also.  But  this  is  impossible  until  a  better  system  of 
accounting  is  invented  and  put  into  use,  not  only  here,  but  elsewhere  as 
well.  The  number  of  volumes  reported  in  1884  was  2,120,  with  no 
accounting  for  pamphlets,  so  that  the  number  had  only  a  little  more 
than  doubled  in  ten  years.  At  present  the  number  exclusive  of 
government  publications  is  said  to  be  19,001  books  and  5,500 
pamphlets,  but  this  reckoning  is  made  from  the  accession  numbers 
and  takes  no  account  of  losses,  which  have  been  considerable.  The 
number  now  in  the  library  probably  will  not  exceed  15,000.  Several 
of  the  departments  have  separate  libraries,  though  their  numbers  are 
included  in  the  above  totals.  The  largest  of  these  is  that  of  the 
department  of  geology  and  mining,  which  reports  1,950  volumes  an|| 
1,500  pamphlets.  The  experiment  station  library,  comprising  about 
2,316  volumes  and  14,800  pamphlets,  is  not  included  in  the  total.  The 
The  library  now  has  most  of  the  government  publications  since  1875. 
In  1903  the  legislature  directed  that  duplicates  of  such  publications 
then  at  the  capital  should  be  sent  to  the  university.  In  this  way  and 
through  the  superintendent  of  public  documents  many  of  the  earlier 
publications  have  been  secured,  though  the  set  is  far  from  complete. 

The  library  outgrew  its  present  quarters  years  ago  and  some  of 
the  books  are  stored  in  the  basement.  Repeated  calls  have  been  made 
on  the  legislature  for  a  library  building  but  without  avail  so  far. 

Concerning  the  men  and  women  side  of  the  account  but  little  can 
be  said.  Not  even  the  number  of  those  using  the  library  can  be  given, 
nor  the  number  of  books  and  pamphlets  drawn  out.  However,  there 
are  many  users,  judging  from  the  numbers  to  be  seen  there  every  day. 
and  the  number  of  worn  out  and  lost  books.  It  would  be  more 
interesting  to  know  the  benefit  derived  by  the  users,  but  no  system 
of  accurate  measurement  for  this  is  known  to  the  writer. 


THE  LIBRARY,    MUSEUM   AND   LABORATORIES.  317 

Museum. 

The  earliest  notice  of  the  museum  dates  back  to  1877,  when  it  was 
stated  that  the  collection  was  still  inconsiderable.  The  state  geologist 
was  required  to  forward  duplicates  of  his  collections.  By  the  close  of 
another  five  years  the  mineral  collection  had  been  considerably 
enlarged  and  five  hundred  animal  specimens  had  been  added.  The 
legislature  does  not  seem  to  have  made  any  special  appropriation  for 
the  museum  previous  to  1895,  when  it  began  with  $500.  This  was 
increased  to  $1,000  in  1897  but  dropped  altogether  in  1901.  The 
appropriations  since  then  have  been  as  follows:  1903,  $1,000;  1905, 
$700;  1907,  $500;  1909,  $500.  Before  the  legislative  appropriations 
were  begun  the  board  made  occasional  allowances  for  the  museum. 
The  collections  have  been  made  by  the  professors  in  charge  of  the 
department  of  geology,  through  gifts  of  private  collections,  purchase 
and  exchange. 

P>y  1894  the  following  were  reported : 

200  birds  and  murals,  80  species. 

200  reptiles  and  amphibians,  40  species. 

500  fishes,  150  species. 

100  insects  and  other  invertebrates,  200  species,  18  skeletons. 

3,500  plants,  1,500  species. 

1,500  fossils,  230  species. 

150  specimens  of  rocks  representing  about  100  varieties  of  building 
and  ornamental  stone. 

There  were  also  a  few  archaeological  specimens. 

The  winter  vacation  of  1894-5  was  spent  by  the  curator,  Professor 
Purdue,  in  the  service  of  the  president  of  Stanford  University  and  for 
remuneration  he  was  given  the  privileges  of  the  Seaside  Laboratory 
where  he  collected  about  one  hundred  species  of  marine  animals. 
Since  then  he  has  spent  several  vacations  in  the  northwest  where  he 
took  advantage  of  'every  opportunity  to  collect  geological,  zoological 
and  botanical  specimens.  The  private  collection  of  Major  F.  F.  Earle, 
formerly  at  Cane  Hill  College,  was  donated  to  the  museum.  The 
botanical  and  geological  collection  of  Professor  Harv^ey  was  bought 
soon  after  he  left.     The  mineral  collection  has  been  increased  from 


318  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

time  to  time  until  it  now  contains  about  three  thousand  specimens, 
representing  the  different  mineral  groups.  Besides  these  there  are  a 
number  of  geological  relief  and  convex  maps  of  some  of  the  most 
interesting  sections  of  the  world's  surface. 

The  educative  value  of  the  museum  is  twofold.  Though  of  modest 
pretensions  as  yet,  it  is  of  incalculable  benefit  to  students  in  geology 
and  mining,  and  zoology  and  botany.  It  is  also  of  interest  to  the 
general  public  who,  when  visiting  the  university,  always  seek  it  out. 

The  Laroratories. 

The  laboratories,  the  real  workhouse  of  the  university  can  hardly 
be  said  to  have  kept  pace  with  the  needs  of  the  institution,  though 
they  are  attaining  respectable  dimensions.  The  first  catalogue  state- 
ment in  regard  to  the  laboratories  was  published  1873-4,  when  we  learn 
that  "The  University  will  be  supplied  for  the  coming  year  with 
mathematical  and  philosophical  apparatus  and  additions  will  be  made 
to  the  chemistry  department,  which  is  already  in  efficient  operation." 
Just  what  the  philosophical  apparatus  was  the  writer  has  not  been 
able  to  determine.  The  mathematical  apparatus  probably  had  some 
connection  with  the  work  in  engineering.  The  chemical  laboratory 
seems  to  have  been  started  first.  § 


Chemical  Laboratory.  ^ 

To  Professor  T.  L.  Thompson,  the  first  professor  of  chemistry,  is 
due  the  inception  of  the  chemical  laboratory.  The  records  show  that, 
during  the  spring  term  of  1874,  he  spent  $709.24  for  chemicals — 
possibly  a  part  of  it  for  apparatus — and  $146.66  for  fixtures.  He  seems 
to  have  laid  in  a  good  supply,  for  the  following  year  he  spent  only 
$8.40  out  of  an  allowance  of  $.S00.  In  making  their  estimates  for  1875-6 
the  board  became  very  liberal,  allowing  $1,500,  but  only  $7.38  of  this 
was  spent.  Out  of  the  same  allowance  for  1876-7,  $495.55  was  spent 
for  apparatus  and  chemicals;  the  following  year,  $3.70.  This  was  a 
period  of  rigid  economy.  Professors  Harvey  and  Conrad  were 
especially  active  in  behalf  of  the  chemical  department  and  did  what 
they  could  to  build  up  the  laboratory  with  the  resources  at  their 
command.    By  1888  the  equipment  was  valued  at  $1,756.    The  largest 


THE  LIBRARY,    MUSEUM   AND   LABORATORIES.  319 

items  were  a  gas  machine,  $480,  gas  fixtures,  $200,  balance,  $225,  and 
work  benches  $250.  At  the  end  of  another  six  years  the  value  of  the 
laboratory  had  risen  to  only  $2,276.83,  but  one  gain  had  been  made 
in  moving  out  of  University  Hall  into  a  building  constructed  specially 
for  chemistry  and  physics  though  it  was  only  a  temporary  one 
constructed  at  a  cost  of  $2,000. 

By  this  time  the  legislature  had  begun  to  make  regular  appropria- 
tions for  the  chemical  department,  starting  with  $1,000  in  1891,  for 
the  laboratory  and  $1,500  for  the  department.  In  1895  the  sum  of 
$3,000  was  appropriated  for  chemistry  and  physics,  after  this  a  little 
more  than  $1,500  on  an  average  until  1905,  when  a  new  building  was 
erected  for  chemistry  alone  at  a  cost  of  $10,000.  One  large  room 
is  used  as  a  lecture  room ;  the  rest  is  devoted  to  the  laboratories ; 
they  are  provided  with  some  of  the  best  modern  chemical  apparatus 
for  qualitative  and  quantitative  analysis,  physical  chemistry  and 
general  chemistry,  and  organic  chemistry. 

For  many  years  all  chemical  work,  that  of  the  agricultural  depart- 
ment as  well  as  that  of  the  science  department,  was  done  in  one 
laboratory.  Now,  however,  the  experiment  station  has  a  small 
laboratory  of  its  own,  occupying  two  rooms  in  the  old  agricultural 
building. 

Mechanic.\l  Engineering. 

The  laboratory  of  mechanical  engineering  has  been  specially 
favored  both  by  the  board  and  the  legislature  for  two  reasons.  In  the 
first  place,  to  develop  the  mechanic  arts  was  one  main  purpose  of  the 
founders  of  the  university ;  in  the  second  place,  it  was  possible  to  make 
the  departmental  laboratory  serve  not  only  as  a  place  of  practice  for 
students,  but  also  to  be  of  material  aid  in  maintaining  the  rest  of  the 
university.  But  as  no  very  strenuous  efforts  were  made  to  develop 
the  mechanic  arts  previous  to  the  middle  '80's,  the  mechanical 
laboratory  may  be  said  to  date  from  that  time,  though  a  few  things 
had  been  purchased  before  this  which  could  be  used  by  other  depart- 
ments as  well. 
m  The  legislature  of  1887  voted  $7,000  for  the  mechanical  department, 
Machinery,  etc.  A  beginning  had  already  been  made  by  the  board 
with  $2,500  a  short  time  before  this.     No  separate  building  having 


320  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

been  provided  the  shops  were  fitted  up  in  the  south  end  of  the 
basement  of  University  Hall.  The  jar  of  the  machinery  and  the  smoke 
from  the  furnaces  and  forges  proved  very  annoying  to  all  above  and 
the  insurance  companies  asked  for  higher  rates.  The  next  legislature 
appropriated  $5,000  for  a  shop  building  for  the  housing  of  the 
mechanical  instruments  and  laboratory.  By  the  close  of  1894  the 
laboratory  alone  w^as  valued  at  $2,761.  The  most  important  items  in 
the  list  were  a  30-horsepower  Corliss  engine,  a  60,000-pound  tensile 
testing  machine  and  a  set  of  models  of  engines  and  pumps.  Besides 
the  equipment  of  the  wood  shop  was  valued  at  $1,674.35,  the  forge  shop 
and  foundry  at  $1,049.40,  the  machine  shops  at  $423.35,  the  drawing 
room  at  $2,612.55,  and  the  power  plant  at  $3,683.50.  As  this  was  before 
the  days  of  division,  some  of  these  things  were  used  also  by  what  are 
now  separate  departments. 

The  legislature  has  continued  its  biennial  appropriations,  $3,000 
in  1893,  $8,000  in  1897  and  an  average  of  about  $1,000  a  year  since,  ' 
though  this  has  been  barely  enough  to  renew  the  engines  and  purchase 
additional  ones  and  other  instruments  as  needed.  Several  modern 
engines  have  been  installed  and  the  steam  boilers  used  for  heating  for 
the  university  building  are  made  available  for  experimental  work. 
Besides  these  there  are  many  instruments  commonly  found  in  all  such 
laboratories.    The  laboratory  is  now  valued  at  $16,000. 

Civil  Engineering.  ' 

This  laboratory  seems  to  have  had  its  beginning  in  1874,  when  a 
compass  was  bought  of  Professor  Gray  for  $82.00  and  a  "phantasma- 
goria" of  W.  A.  Banks  for  $75.00.  Out  of  $1,000  allowed  for  apparatus. 
$715.30  was  on  hand  at  the  end  of  the  year.  After  this  the  development 
seems  to  have  been  somewhat  slow.  The  board  was  not  specially 
liberal,  giving  $300  in  1886  which  had  to  be  shared  with  physics,  and 
$150  in  1891.  No  legislative  appropriation  was  made  previous  to  1899 
when  a  beginning  was  made  with  $1,820.  Since  then  the  appropriation 
for  maintenance  of  the  department  have  amounted  to  $11,616,  a  good 
portion  of  which  has  been  used  in  purchasing  instruments.  At  present 
the  laboratory  is  located  in  Engineering  Hall  and  is  equipped  with 
some  of  the  best  modern  instruments,  such  as  engineers'  transits  and 
Y   levels,   theodolites,   transit   with    solar   attachment,   compasses,   a 


THE  LIBRARY,   MUSEUM   AND   LABORATORIES.  321 

sextant,  aneroid  and  mercurial  barometers.  The  laboratory  for 
testing  the  materials  of  construction  and  for  work  in  experimental 
hydraulics  had  machines  for  testing  the  quality  and  strength  of 
cements  and  mortars,  for  testing  steel  (a  4,000-pound  tension  machine 
and  a  5,000-pound  transverse  machine),  for  testing  paving  bricks  and 
road  material,  and  the  necessary  instruments  for  ordinary  experiments 
in  hydraulics.     The  present  value  of  the  laboratory  is  $9,044. 

W  Electrical  Engineering. 

The  department  of  electrical  engineering  is  one  of  the  most  recent 
offshoots,  but  the  board  and  legislature  have  been  liberal  in  providing 
for  its  laboratory.  In  1891  the  board  gave  $1,385,  the  following  year, 
$1,200  and  $3,000  in  1893.  The  legislative  appropriations  began  with 
$3,000  in  1899,  dropped  to  $2,500  in  1901  and  ran  up  to  $5,305  in  1903 
and  this  has  been  the  standard  ever  since.  These  funds  are  for  the 
maintenance  of  the  department,  but  are  expended  mainly  for  laboratory 
material.  By  the  close  of  1894  the  electrical  laboratory  was  valued  at 
$3,404.50.  Since  then  it  has  grown  steadily  and  has  now  attained  very 
respectable  dimensions.  Without  enumerating  technical  details,  it  is 
sufficient  here  to  say  that  the  laboratory  is  well  enough  equipped  to 
enable  students  to  make  a  wide  range  of  experiments  and  attain  skill 
and  proficiency  in  operating  electrical  machinery.  This  laboratory 
also  is  of  practical  use  to  the  university,  being  used  to  light  a  part  of 
the  university  buildings.    Its  value  is  estimated  at  $15,000. 

Physical  Labor.-ktories. 

The  physical  laboratory,  like  the  department  it  represents,  has 
been  the  step-child  of  the  university  and  the  younger  brother  of  several 
departments.  For  a  time  it  shared  in  the  appropriations  for 
chemistry,  then  in  those  for  engineering.  It  was  begun  in  1875-6 
by  Professor  Harvey,  who  secured  an  air  pump  and  its  accessories,  a 
Holtz  electric-static  machine,  and  a  galvanic  battery.  In  1894  the 
equipment  was  said  to  be  worth  $3,600  but  entirely  inadequate.  Ten 
years  later,  now  in  charge  of  the  department  of  electrical  engineering, 
the  equipment  was  pronounced  very  poor  and  in  a  bad  state  of 
preservation.    In  1907  it  at  last  found  a  home  of  its  own  in  a  temporary 


322  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

frame  building  only  to  be  totally  destroyed  by  fire  two  years  later. 
It  is  now  being  replenished  with  the  meager  funds  available. 

Biological  Laboratory. 

The  laboratories  of  biology,  geology,  and  mining  have  been  long 
collecting.  Concerning  the  last  two  it  is  unnecessary  to  add  anything 
here  in  addition  to  the  matter  relating  to  the  museum  more  than 
that  they  have  the  instruments  necessary  for  experimental  work. 
Until  within  the  last  few  years  the  appropriations  were  made  to 
biology  and  geology  so  that  the  amount  each  received  depended  upon 
the  professor  in  charge.  The  biological  laboratory  occupies  the  large 
room  over  the  library  in  University  Hall  and  is  capable  of  accommo- 
dating about  forty  students.  It  contains  a  large  collection  of  insects,  a 
number  of  skeletons  and  models  for  teaching  animal  anatomy  and  an 
aquarium  for  keeping  aquatic  animals.  It  is  also  well  supplied  with 
microscopes  and  microtomes.  The  value  of  this  laboratory  is  noA 
about  $2,000. 

The  Experiment  Station  Laboratories. 

The  various  departments  of  the  Agricultural  College  and  Experil 
ment  Station  have  embryonic  laboratories,  but  they  have  made  buj 
little  more  than  a  beginning. 


o 


CHAPTER  XX. 


STUDENT  ACTIVITIES. 


Literary  Societies. 


Judged  by  the  number  of  literary  societies  which  have  sprung  up 

fwithin  her  walls  the  University  of  Arkansas  is  a  decidedly  literary 
institution.  But  many  of  them  have  passed  away.  Some  time  during 
the  year  1873  the  first  literary  society  of  the  institution  was  organized 

[under  the  name  "Clariosophic."     Its  clarion  notes  were  heard  until 

;1878  when  they  ceased  forever. 

For    some    reason    eleven    members   of   the    Clariosophic   became 

^dissatisfied  with  their  society  and  organized  another  in  1873  which 
they  called  Mathesian.  This  society  is  noteworthy  as  being  the  oldest 
now  existing  in  the  university  and  it  has  had  something  of  a  history, 
parts  of  which  will  be  omitted  or  condensed  here.  It  diflfered  from  the 
Clariosophic  in  that  both  boys  and  girls  were  admitted  to  membership. 
Perhaps  it  was  this  fact  which  led  it  into  conflict  with  the  trustees 
pabout  the  time  of  meeting.  At  first  it  met  at  night,  but  as  this  did  not 
meet  the  approval  of  the  board  the  time  was  changed  to  the  afternoon. 
The  sixth  recitation  hour  was  omitted  on  Friday  from  December  to 
February  for  the  benefit  of  the  societies.  This  question  being  settled 
the  members  then  fell  to  fighting  among  themselves  and  the  girls 
expelled  all  the  boys.  Finding  that  the  meetings  were  now  far  less 
interesting  they  soon  relented  and  readmitted  the  boys,  only  to  be 
I  themselves  expelled  as  a  reward.  However,  the  boys  soon  discovered 
that  it  was  not  good  to  be  alone  and  took  back  the  girls. 

In  the  course  of  time  the  society  fitted  up  an  elegant  room  on  the 
fourth  floor  of  University  Hall  where  it  has  held  weekly  meetings 
throughout  its  long  career.  It  has  also  been  mother  to  two  other 
societies,  the  Grady  for  young  men  and  the  Sapphic  for  young  ladies. 
The  former  has  passed  away,  the  latter  still  survives.  The  society  has 
proved  worthy  of  its  motto :     "By  their  fruits  shall  ye  know  them." 


326  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Some  of  the  university's  most  distinguished  alumni  were  once 
members  of  the  Mathesian. 

Being  a  mixed  society  the  Mathesian  has  not  been  quite  so  strong 
on  debate  as  the  societies  composed  of  males  alone.  Its  programs 
have  been  of  a  general  nature.  At  times  prizes  have  been  oflfered  to 
stimulate  literary  activity.  In  1884  the  society  itself  offered  two 
medals,  one  for  the  best  oration  by  a  freshman  or  sophomore  member 
and  one  for  the  best  essay  by  a  female  freshman  or  sophomore  member. 
For  a  while  Dr.  A.  S.  Gregg  and  Professor  G.  W.  Droke,  both  former 
members,  offered  prizes  for  the  best  oration  and  the  best  declamation 
by  any  member  of  the  society.  At  commencement  the  society  has 
often  taken  part  in  the  program  and  has  presented  plays  which  were 
a  credit  to  student  histrionic  art. 

Little  is  known  of  the  Philomathean  beyond  the  fact  that  it 
continued  in  friendly  rivalry  with  the  Mathesian  until  the  session  of 
1895-6,  when  it  finally  succumbed. 

The  early  '80's  seem  to  have  been  as  productive  of  societies  as  of 
degree  courses.  The  Euphradian  was  born  of  college  students  in 
1880,  but  not  even  college  students  could  sustain  such  a  name  and 
it  died  in  about  a  year.  The  preparatory  students  had  taken  a  step 
even  more  bold  than  this  the  year  before  when  they  organized  the 
Phermakopton,  Cleosophic,  and  Euandric.  Nothing  daunted  by  the 
early  demise  of  these  another  effort  was  made  in  1880-81  with  the 
Kalligernan  and  Alethian,  but  all  died  in  infancy. 

Profiting  by  these  experiences  the  preparatory  students  waited  a 
few  years  and  then  tried  again,  selecting  for  a  name  that  of  an 
Arkansas  statesman.  The  Garland  Literary  Society  was  organized  in 
1886  and  was  named  in  honor  of  the  Honorable  Augustus  H.  Garland, 
sometime  governor  of  Arkansas  and  the  attorney-general  in  President 
Cleveland's  cabinet.  In  1908  the  society  gave  twenty  dollars  to  a 
fund  being  raised  by  the  "Arkansas  Gazette"  for  the  purpose  of  erect- 
ing a  monument  at  Mr.  Garland's  grave. 

Though  organized  by  preparatory  students  the  doors  of  the  society 
were  soon  thrown  open  to  all  male  students  without  regard  to  class. 
The  society  has  had  a  successful  career,  maintaining  a  large  member- 
ship during  a  good  part  of  this  time  and  winning  honors  as  will  be 


STUDENT  ACTIVITIES.  327 

recited  below.  Its  object  has  always  been  to  develop  the  power  of 
oratory,  argumentation,  and  literary  talent  in  general,  and  its  programs 
have  been  planned  with  this  end  in  view,  but  special  emphasis  is  laid 
on  debate.  Open  programs  have  been  given  annually  for  some  time. 
In  furtherance  of  the  object  to  interest  the  members  in  public  affairs  a 
miniature  legislature  of  two  houses  was  organized  in  1907  and  the 
members  thereby  acquired  considerable  practice  in  parliamentary 
usage  and  legislative  procedure.  One  member,  D.  E.  Johnson,  went 
out  from  the  society  to  occupy  a  seat  in  the  state  legislature  of  1909. 
Professor  J.  W.  Kuykendall  once  offered  a  medal  to  be  contested  for 
by  members  of  this  societ3^  For  several  years  Professor  G.  A.  Cole 
gave  a  medal  to  that  member  showing  the  greatest  improvement  in 
debate  and  Professor  R.  E.  Philbeck  offered  a  prize  for  excellence  in 
oratory. 

Representatives  of  the  Garland  have  participated  in  the  inter- 
society  and  intercollegiate  debates  since  they  were  instituted  in  the 
university.  They  won  the  Johnson  Loving  Cup  in  1905,  1906  and  1907 
and  the  Brough  Debating  prize  in  1905,  1908  and  1909.  A  representa- 
tive also  captured  the  Bryan  prize  in  1905.  The  motto  of  the 
Garlands  is  "Nulla  vestigia  retrorsa." 

The  history  of  the  Grady  society  is  difficult  to  trace.  It  appears 
to  have  been  organized  in  the  spring  of  1895.  In  November  of  that 
year  it  was  assigned  to  Room  44  in  University  Hall  as  a  place  of 
meeting.  The  following  spring  it  was  said  by  an  enthusiastic  admirer, 
perhaps  a  member,  to  be  "the  best  that  ever  existed  in  the  university," 
but  its  career  soon  ended. 

The  next  society  to  be  organized  was  the  Periclean.  In  the  fall 
of  1900  four  young  men  began  to  meet  for  the  purpose  of  debate.  They 
soon  attracted  others  and  in  March,  1901,  secured  recognition  from  the 
faculty  and  were  assigned  a  room  for  a  regular  meeting  place  by  the 
board  some  time  later.  This  society  took  off  the  Johnson  Loving  Cup 
in  1903  and  1904  and  the  Brough  prize  in  1906  and  1907. 

The  year  1906-7  witnessed  the  organization  of  two  more  societies ; 
the  Lee,  formed  in  November,  1906,  by  a  few  young  men  who  withdrew 
from  the  Periclean  because  they  felt  that  its  large  membership  did  not 
allow  sufficient  opportunities  to  each  member,  and  the  Domosthenean, 
which  came  with  the  first  robins  in  the  spring  of  1907.     Still  another. 


328  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


the  Franklin,  was  organized  in  1908.  The  motto  of  the  Demosthenean 
is  "Tarn  Marte  quam  Minerva" — as  much  by  courage  as  by  skill. 
Membership  is  limited  to  twenty  in  order  that  all  may  have  an 
opportunity  to  take  a  part  in  the  weekly  program.  The  Lee  won  the 
Johnson  Loving  Cup  in  1908. 

The  Philotimesian  was  the  first  literary  society  organized  in  the 
university  exclusively  for  girls.  March  26,  1896,  a  few  girls,  feeling 
the  need  of  such  training  as  is  acquired  only  in  such  societies,  met  to 
take  the  initial  steps  of  organization.  At  the  next  meeting  the  name 
Philotimesian,  a  classic  appellation  suggested  by  Professor  Shannon, 
was  adopted.  The  charter  members  were  :  Misses  Nelle  Hunt,  Minnie 
Baker,  Alice  Hoag,  Minnie  Gunter,  Ollie  Adams,  Daisy  Patterson, 
Gert  Gunter,  Ruby  Washington,  Florence  Rosser,  Lillian  Bibb,  Rose 
Leverett,  and  Winona  Wiley.  Having  selected  "Spectemur  Agendo" 
as  a  motto,  the  Philotimesians  started  off  with  a  flourish  of  trumpets, 
boasting  that  they  stood  upon  no  ancient  ruins,  but  were  a  new 
organization  and  stood  upon  a  stabler  foundation  of  their  own.  For 
some  reason,  however,  the  foundation  crumbled  and  the  societ] 
disappeared. 

The  only  literary  society  now  in  existence  for  girls  alone  is  thi 
Sapphic,  which  was  organized  by  the  Mathesian  January  12,  1906.  Iti 
purpose  is  "to  give  practice  in  parliamentary  law,  to  stimulate  i 
greater  interest  in  literature  and  the  fine  arts  and  to  cultivate  th( 
fellowship  among  its  members,  which  is  necessary  to  the  righ 
appreciation  of  college  life."  It  is  endeavoring  to  carry  out  this  pur 
pose  under  the  motto  "Paulo  majora  canamus." 

Intercollegiate  Debates. 

The  first  intercollegiate  debate  ever  engaged  in  by  representative! 
of  the  university  took  place  in  1896.  The  subject  was  the  one  thei 
uppermost  in  politics,  free  silver,  and  the  opponents  came  from  th<| 
University  of  Missouri.  The  debate  was  held  on  home  ground  an< 
was  lost.  In  another  encounter  with  the  Missourians  in  1899 — Druryjj 
of  Springfield,  this  time — the  representatives  of  Arkansas  had  no  bettei 
success.  In  1903  arrangements  were  made  for  a  debate  with  the 
University  of  Texas. 


STUDENT  ACTIVITIES.  329 


The  year  1906  witnessed  the  revival  of  interest  in  this  w^ork  at  the 
university.  At  this  time  arrangements  were  made  with  Southwestern 
University  at  Georgetown,  Texas,  for  a  series  of  three  debates.  In 
1907  arrangements  were  made  with  Drury  College,  the  third  in  the 
series  with  Southwestern  having  been  broken  off,  and  later  with  Baylor 
University,  Waco,  Texas,  and  the  University  of  Oklahoma  for 
meetings  in  the  field  of  debate.  The  result  of  these  debates,  with  the 
names  of  the  debaters,  was  as  follows : 

1906.  Southwestern    Abe  Collins  and  G.  A.  Hurst Lost 

1907.  Southwestern    A.  J.  Johnson  and  J.  P.  Woods Won 

1907.  Drury    ,.Abe  Collins  and  A.  Starbuck Won 

1908.  Oklahoma W.  J.  Jernigan  and  J.  P.  Woods Won 

1908.  Drury    O.   E.   Williams  and  J.  J.   DuLaney Won 

1909.  Baylor    D.  L.  Ford  and  J.  G.  Arnold Lost 

1909.  Oklahoma  A.  E.  Waterfield  and  A.  P.  Patton Lost 

1910.  William  Jewell J.  E.  Goodbar  and  M.  P.  Hatchett Lost 

1910.     Baylor   J.  L.  Bledsoe  and  J.  C.  Ashley Lost 

Down  to  and  including  the  debates  of  1909  the  representatives  were 
chosen  by  the  literary  societies.  Beginning  with  1910  they  will  be 
chosen  through  a  preliminary  debate  before  the  faculty. 

While  these  debates  have  aroused  much  interest  among  a  few  they 
have  not  been  as  potent  for  arousing  general  enthusiasm  as  could  be 
wished. 

Clubs. 

Besides  the  formal  literary  societies  there  have  been  numerous 
clubs  and  societies  whose  objects  were  partly  literary  and  partly 
social.  The  nearest  approach  to  a  scholarship  society  is  the  Torch 
Club,  which  was  organized  among  the  senior  young  ladies  in  1908 
through  the  activity  of  Miss  Jobelle  Holcombe,  dean  of  women. 
Members  are  elected  in  May  of  each  year  from  the  junior  class,  the 
eligibility  being  based  on  an  average  grade  of  E  on  the  work  done 
while  in  the  university.  The  purpose  of  the  club  is  to  furnish  an 
incentive  to  scholarship  among  the  girls,  to  promote  high  ideals  of 
womanhood,  and  to  bring  about  closer  relations  among  the  young 
ladies  of  the  graduating  class.  In  furtherance  of  this  end  some 
attention  is  paid  to  the  social  side  of  life.  The  symbol  of  this  club  is  a 
torch  and  the  colors  are  red  and  black. 


330  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Several  societies  have  sprung  up  for  the  purpose  of  promoting 
study  along  certain  lines.  The  Science  and  the  Sociology  clubs  were 
organized  in  1896,  the  former  open  to  all  students,  the  latter  composed 
of  professors,  students,  and  citizens,  but  both  came  to  an  untimely 
end.  The  Engineering  Club,  organized  in  1903,  and  composed  of 
teachers  and  students  in  technological  subjects,  still  meets  to  read 
and  discuss  papers  on  subjects  relating  to  engineering  problems.  A 
branch  society  of  the  American  Institute  of  Electrical  Engineers  was 
established  at  the  university  in  1904.  It  meets  twice  a  month  to  read 
and  discuss  advance  copies  of  papers  to  be  presented  to  the  Institute 
meetings  in  New  York.  Both  these  societies  have  undoubtedly  done 
much  to  stimulate  interest  in  the  subjects  with  which  they  deal.  Th 
Deutscher  Verein  (1904)  and  the  Cercle  Francais  were  organized  tOj; 
promote  the  study  of  German  and  French  life  and  literature^ 
respectively,  and  especially  to  give  practice  in  the  spoken  language 
The  English  Club  (1905)  devotes  itself  to  different  phases  of  Englis 
philology.  There  is  also  an  Agricultural  Society  (1906)  whos 
object  is  sufficiently  indicated  by  its  title. 

The  dramatic  club  is  of  recent  origin,  but  gives  promise  of| 
becoming  a  permanent  institution  of  the  university.  In  the  spring  oi\ 
1908,  under  the  direction  and  training  of  Mrs.  Willie  Vandeventerj 
Crockett,  of  the  expression  department,  it  presented  "Twelfth  Night' 
at  the  Ozark  theater  in  Fayetteville  with  marked  success.  "Merely 
Mary  Ann"  was  put  on  the  boards  at  the  following  commencement 
and  afterwards  presented  at  several  different  places  in  the  state.  A 
the  commencement  of  1909  "The  College  Widow"  was  presented  to  a, 
house  crowded  to  the  doors. 

Just  when  the  first  glee  club  was  organized  at  the  university  it 
would  be  difficult  to  say.  There  was  one  in  existence  in  1897  and 
possibly  at  intervals  after  that.  When  Dr.  C.  G.  Carroll  came  to  the 
university,  being  of  a  musical  turn,  he  at  once  began  to  take  an  interest 
in  the  matter  and  by  1906-7  had  worked  up  a  club  which  ventured  to 
appear  before  the  public  outside  of  Fayetteville.  The  club  has  been 
under  his  direction  ever  since  and  has  made  tours  of  the  State  every 
year. 


STUDENT  ACTIVITIES.  331 


Publications. 

The  desire  for  a  form  of  literary  expression  more  permanent  and  of 
a  wider  scope  than  that  to  be  had  in  the  societies  was  realized  in  1893 
in  the  foundation  of  the  "University  Magazine,"  which  changed  its 
name  two  years  later  to  "The  Ozark."  This  was  a  monthly  journal 
edited  by  a  board  elected  by  the  students.  The  board  of  trustees  were 
asked  by  the  faculty  to  appropriate  one  hundred  and  fifty  dollars  in 
1891  to  aid  in  establishing  such  a  journal,  but  they  seem  to  have  taken 
no  action  until  1893,  when  they  gave  two  hundred  dollars  on  condition 
that  the  university  be  advertised.  After  the  change  of  name  it  was 
supported  by  a  stock  company  incorporated  under  the  laws  of  the 
State.  This  control  continued  until  1899,  when  the  management  was 
turned  over  to  the  Mathesian  and  Garland  societies. 

The  greater  part  of  the  magazine  was  taken  up  with  essays,  poems, 
and  stories,  contribu'ted  by  students,  with  an  occasional  paper  by  some 
of  the  professors.  There  were  also  a  few  pages  devoted  to  editorials 
and  news  notes  of  university  life.  As  college  journals  go,  this  one 
certainly  compared  favorably  with  its  contemporaries  and  its  demise 
in  1901  was  a  distinct  loss  to  the  university. 

The  place  of  "The  Ozark"  can  not  be  said  to  have  been  taken  by  the 
"University  Weekly,"  which  was  started  in  1906.  It  has  made  a  place 
for  itself  by  giving  gossipy  news  from  week  to  week  and  more  or 
less  full  accounts  of  important  events  of  university  life. 

In  1897  the  students  began  the  publication  of  annual  called  "The 
Cardinal,"  and  it  has  been  issued  every  year  since  with  the  exception 
of  1899.  It  is  managed  by  a  board  from  the  junior  class,  but  the 
legislature  usually  makes  a  small  appropriation  for  its  support. 

The  question  of  allowing  credit  for  work  done  on  the  publications 
has  been  presented  to  the  faculty  several  times  and  the  board  has 
even  favored  granting  credit  for  meritorious  work  in  the  literary 
societies.  In  1894  by  special  action,  the  editor  was  allowed  to 
substitute  work  on  the  magazine  for  two  hours  of  history.  In  1897  a 
committee  of  the  faculty  was  appointed  to  make  general  rules  in 
regard  to  the  matter  and  they  did  this  by  arranging  a  so-called  elective 
one-hour  course  in  English  composition.  To  get  credit  for  this  one 
must  present  prose  and  poetry  suitable  for  publication.    The  require- 


STUDENT  ACTIVITIES.  333 


ments  were,  nine  prose  articles  of  at  least  1,350  words  each;  four 
articles  or  editorials  amounting  to  at  least  1,500  words;  one  poem  of 
at  least  500  words ;  or  three  or  fewer  poems  amounting-  to  not  less 
than  600  words  as  a  substitute  for  a  long  composition.  These  papers 
were  to  be  criticized  by  the  teacher  of  English  and  receive  a  grade  of 
G  or  higher.  The  course  was  open  to  all  collegiate  students.  Even 
with  this  as  a  stimulus  the  editor  still  had  to  appeal  for  contributions. 
The  credit  was  soon  discontinued  and  a  petition  presented  in  Novem- 
ber, 1902,  for  credit  for  work  done  on  the  "Weekly"  was  denied. 

Prizes. 

Medals,  prizes,  and  honors  have  been  offered  by  the  board,  the 
faculty,  societies,  and  individuals  almost  since  the  foundation  of  the 
university  for  the  purpose  of  stimulating  endeavor  in  literature,  science 
and  oratory.  The  custom  seems  to  have  begun  in  1876  when  two 
medals  were  offered  to  be  contested  for  at  commencement  by  four  of 
the  sophomore  class.  For  one  year  (1881)  Dr.  J.  F.  Simonds  offered  a 
prize  of  twenty-five  dollars  for  the  best  reader  in  the  preparatory 
department.  Beginning  about  1882  it  was  for  a  while  the  custom  of 
the  faculty  to  award  a  place  on  the  commencement  program  to  the 
two  juniors  standing  highest  in  their  class.  They  were  expected  to 
deliver  orations.  For  several  years  after  this  elocution,  oratory,  and 
debate  seem  to  have  been  their  own  reward,  except  for  such  prizes 
as  were  offered  by  the  literary  societies.  Since  1903  Dr.  W.  S.  Johnson 
has  offered  a  loving  cup  to  be  contested  for  by  representatives  of  the 
literary  societies.  The  same  year  Professor  J.  W.  Carr  offered  a 
prize  for  the  best  reading  from  Shakespeare.  Since  1905  Dr.  C.  H. 
Brough  has  offered  a  prize  of  twenty  dollars  for  excellence  in  debate 
which  is  open  to  the  members  of  the  literary  societies.  It  is  contested 
for  in  a  preliminary  impromptu  debate  and  in  a  prepared  debate  at 
commencement.  In  1907  the  Hon.  Otis  Wingo  instituted  a  prize  of 
ten  dollars  for  excellence  in  declamation.  In  addition  to  these,  prizes 
have  been  offered  at  times  by  or  through  special  societies  for  their 
own  members. 

The  prizes  offered  for  essays  have  not  been  numerous,  and  the 
primary  object  of  many  of  those  offered  has  been  to  stimulate  interest 
in  some  other  field  than  that  of  English  literature.     In  1877  a  prize 


334  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  fifteen  dollars  was  offered  by  the  board  for  the  best  essay  on  public 
schools.  Two  years  two  members  of  the  board  offered  prizes  of 
twenty-five  and  ten  dollars  for  the  best  essay  on  the  agricultural 
resources  of  the  state.  From  1877  to  1885  Mr.  B.  H.  Stone  offered  a 
medal  valued  at  twenty-five  dollars  for  the  best  essay  written  by  any 
student  of  the  university,  the  subject  to  be  selected  by  the  faculty. 
From  1885  to  1891  there  do  not  seem  to  have  been  any  prizes  or 
honors  except  such  as  were  offered  by  or  through  the  literary  societies. 
Beginning  with  the  establishment  of  the  "University  Magazine"  in 
1893,  a  prize  of  twenty-five  dollars  was  offered  a  few  years  for  the 
best  contribution  to  that  publication.  In  1900  the  Hon.  W.  J.  Bryan 
donated  the  income  of  a  lecture,  amounting  to  two  hundred  and  fifty 
dollars,  as  an  endowment  for  a  prize.  This  prize  may  be  competed 
for  by  seniors  and  juniors  whose  grades  have  been  G  or  above  in  more 
than  half  their  work.  The  subjects  for  the  essay  must  relate  to  some 
problem  of  government  and  are  selected  in  alternate  years  by  the 
departments  of  economics  and  sociology  and  history  and  political 
science.  In  1902  Messrs.  Trezevant  and  Cochran  of  Dallas,  Texas, 
offered  a  prize  of  fifty  dollars  for  the  best  essay  on  fire  insurance. 
Since  that  time  several  prizes  have  been  offered  by  different  individuals 
and  companies  for  essays  on  some  phase  of  insurance. 

A  few  prizes  have  been  offered  from  time  to  time  for  the  purpose 
of  stimulating  activity  in  pure  and  applied  science.  For  two  years 
(1878  and  1879)  Professor  F.  L.  Harvey  offered  three  prizes,  one  for 
the  best  collection  of  state  plants  numbering  at  least  one  hundred  and 
fifty,  one  for  the  best  collection  of  reptiles  over  twenty  in  number, 
and  one  for  the  best  considerable  collection  of  geological  specimens  of 
Washington  County,  Arkansas.  About  the  same  time  Messrs.  D, 
Appleton  and  Company  of  New  York  were  offering  a  prize  of  twenty- 
five  dollars  to  be  awarded  the  senior  with  the  highest  average  in 
mathematics  for  the  entire  four-year  course.  For  one  year  (1883)  a 
member  of  the  board  endeavored  to  stimulate  interest  in  geology  by 
a  prize  of  twenty-five  dollars.  The  prizes  intended  to  stimulate 
interest  in  agriculture  (1894)  have  been  detailed  elsewhere. 

A  few  stimulants  to  general  scholarship  have  been  offered  in  the 
form  of  "honors."  Beginning  with  1892  and  running  for  several  years 
the  graduate  standing  highest  in  the  three  colleges  at  Fayetteville  were 


STUDENT    ACTIVITIES.  335 

to  receive  respectively  "honors  in  arts,"  "honors  in  science,"  and 
"honors  in  engineering,"  provided  in  each  case  the  average  grade  did 
not  fall  below  85.  The  students  receiving  these  distinctions  were 
allowed  to  deliver  speeches  or  read  essays  on  commencement  day. 
Beginning  with  1895  students  who  had  attained  a  grade  of  E  in  work 
aggregating  at  least  fifty-five  hours  were  granted  degrees  "with  special 
distinction,"  those  with  the  same  grade  in  thirty-five  hours'  work  or 
G  in  fifty-five  hours  were  graduated  "with  distinction."  In  1897  the 
requirements  were  lowered  to  fifty  and  thirty-two  hours  respectively. 
The  custom  was  dropped  in  1903. 

The  Honor  System. 

In  1904  the  faculty  were  asked  by  some  students  to  give  their 
approval  to  the  organization  of  an  honor  league  and  they  did  so.  The 
object  of  this  league  was  to  enforce  the  honor  system  on  examinations 
at  the  university.  The  league  continued  its  activity  for  five  years,  but 
with  only  moderate  success.  The  failure  of  the  system  was  ascribed 
in  part  to  the  supposed  secrecy  of  its  membership  and  the  star-chamber 
nature  of  its  trials. 

In  1910  a  new  system  was  inaugurated  by  almost  unanimous  vote 
of  the  student  body.  According  to  the  constitution  then  adopted  a 
jury  was  selected  by  the  presidents  of  each  class,  consisting  of  four 
seniors,  three  juniors,  two  sophomores,  and  one  freshman,  both  boys 
and  girls  and  fraternity  and  non-fraternity  men  being  represented. 
Any  student  who  sees  cheating  is  to  report  the  case,  with  evidence,  to 
this  jury.  If,  after  investigation,  the  jury  thinks  the  evidence  warrants 
a  trial,  they  cite  the  accused  and  give  him  a  trial,  confronting  him 
with  witnesses  and  evidence. 

GREEK  LETTER  FRATERNITIES. 

K.\PPA  Sigma. 

The  first  Greek  letter  fraternity  to  enter  the  university  of  Arkansas 
was  the  Kappa  Sigma,  which  established  Xi  chapter  on  the  night  of 
May  29,  1890,  by  the  initiation  of  three  members,  John  C.  Futrall, 
W.   A.    Crawford,   and   C.    C.    Miller.      Dr.    Charles    Richardson,   an 


336  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

alumnus  of  Omicron  chapter  at  Emory  and  Henry  College,  who  was 
residing  at  Fayetteville,  officiated.  A  week  later  W.  S.  Goodwin  and 
G.  B.  Pugh  were  initiated.  Some  time  after  this  S.  M.  Purdy  was 
initiated  and  the  chapter  closed  the  year  with  six  members.  In  1891 
the  membership  was  increased  to  twelve,  but  only  one  new  member 
was  received  the  following  year  and  in  1893  the  chapter  lapsed 
because  none  of  the  members  were  in  school.  In  1894,  however, 
George  Vaughan  returned  and,  by  vigorous  work,  raised  the  member- 
ship to  nine  by  June  and  to  twenty  by  the  close  of  the  year. 

In  1896  a  new  departure  was  made  in  the  initiation  of  a  student 
in  the  law  department,  the  chapter  going  to  Little  Rock  for  this 
purpose.     Three  other  law  students  were  received  soon  after  this. 

Sigma  Alpha  Epsilon, 

The  next  fraternity  in  the  order  of  their  establishment  was  the 
Sigma  Alpha  Epsilon,  which  established  the  Alpha  Upsilon  chapter 
at  the  university  July  9,  1894,  by  the  initiation  of  sixteen  men.  All 
of  these  were  said  to  be  ''full  of  jest  and  youthful  jollity"  as  well  as 
being  men  devoted  to  their  studies.  The  names  of  the  charter 
members  follow:  James  D.  Head,  John  C.  Bell,  Charlie  D.  Adams, 
William  E.  Boyd,  William  M.  Fishback,  Jr. ;  Elbert  L.  Watson,  Louis 
R.  Ash,  Robert  T.  Pittman,  Richard  B.  Irvin,  Jubal  E.  Beavers,  Henry 
H.  Rightor,  Edgar  E.  Moberly,  George  Nicholls,  Carl  P.  Barnett, 
Oscar  M.  Gates,  John  M.  Kelso,  Jr.  and  Edward  L.  Mock.  The 
organization  of  the  chapter  was  due  to  the  activity  of  Mr.  George 
Bunting,  who  was  acquainted  with  one  man  at  the  university,  and 
by  means  of  correspondence  secured  the  organization  of  the  band 
which  applied  for  the  charter.  Alpha  Upsilon  chapter  has  initiated 
one  hundred  and  sixty  men.  The  average  membership  is  about 
nineteen. 

Kappa  Alpha. 

The  Kappa  Alpha  fraternity  entered  the  university  April  27,  1895, 
by  the  initiation  of  eight  members  who  then  constituted  Alpha 
Omicron  chapter.  Claude  O'Neal  of  William  Jewell  College  performed 
the  work  of  installation.  The  charter  members  were :  J,  F.  Summers, 
R.  Shaha,  C.  J.  Drees,  J.  H.  Parker,  J.  H.  Godrey,  A.  M.  Brixley,  J.  L. 


STUDENT  ACTIVITIES.  337 


Campbell,  and  E.  L.  Spencer.  Within  a  year  eight  new  members 
were  initiated  but  there  were  only  eleven  active  members  at  the  end 
of  the  year.  The  total  number  of  initiates  since  organization  is  one 
hundred  and  twenty-one.  The  average  membership  has  been  about 
seventeen.  A  chapter  house  was  occupied  in  September,  1909,  for  the 
first  time. 

Sigma  Chi. 

October  25,  1902,  a  number  of  students  organized  themselves 
under  the  name  of  the  Indian  Club  and  immediately  decided  to  petition 
the  Sigma  Chi  fraternity  for  a  charter.  The  club  met  with  many 
reverses  and  disappointments,  but  kept  up  its  organization  and 
initiated  new  members.  The  prayer  for  a  petition  was  finally  granted 
and  Omega  Omega  chapter  was  installed  September  16,  1906.  The 
charter  members  were:  E.  C.  Catts,  L.  L.  Campbell,  C.  C.  Hillman, 
R.  G.  Stacy,  Garland  Hurt,  G.  D.  Chunn,  J.  C.  McDonald,  R.  R. 
Pritchett,  A.  L.  Russell,  C.  H.  Sheppard,  D.  F.  McKean,  J.  P.  Streepy, 
C.  H.  Stotts,  D.  F.  Milner,  J.  M.  Semms,  T.  D.  Elder,  E.  V.  Leverett, 
and  C.  F.  Mercer.  The  total  membership  is  fifty-three.  The  average 
active  membership  has  been  about  nineteen.  In  1908  a  large  dwelling 
near  the  campus  was  rented  and  has  been  used  as  a  chapter  house 
ever  since. 

Pi  Kapa  Alpha. 

The  Alpha  Zeta  chapter  of  Pi  Kappa  Alpha  was  organized  at  the 
University  of  Arkansas  November  19,  1904,  and  was  the  outgrowth 
of  a  local  organization  called  Alpha  Phi  which  was  about  a  year  old 
at  the  time  of  its  absorption.  The  chapter  was  established  by  N.  T. 
Wagner  and  G.  A.  Penick,  who  were  then  in  the  government  service 
at  Tahlequah.  A  fine  example  of  the  pan-hellenic  spirit  was  mani- 
fested in  connection  with  this  work.  Believing  that  a  chapter  of  his 
fraternity  should  be  established  at  the  university  Mr.  Penick  wrote  to 
a  friend  here  who  was  a  member  of  Sigma  Alpha  Epsilon  and  asked 
him  to  recommend  a  man  to  undertake  the  work  of  organization. 
The  local  Alpha  Phi  was  recommended  with  the  results  already 
indicated,  though  the  national  council  hesitated  for  a  while  to  grant 
the  charter  because  of  the  anti-fraternity  feeling  then  supposed  to  be 
dominant.    The  charter  members  were :    Samuel  G.  Davies,  Lloyd  R. 


STUDENT  ACTIVITIES.  339 

Jynie,  Ashleigh   P.   Boles,  John  W.   Trigg,   W.   S.    Fuhrman,  J.   Q, 
ilackwood,  Arthur  C.  Parker,  M.  L.  Reinberger,  H.  Rush  Smith,  and 
E.  Thompson.    The  entire  membership  of  the  chapter  is  thirty,  of 
%hom  fourteen  are  active   members  at  this  writing.     This   chapter 
was  instrumental  in  installing  Alpha  Iota  at  Millsaps  College. 

Sigma  Nu. 

In  1902  a  body  of  petitioners  organized  themselves  under  the  name 
of  the  Owl  Club.  In  the  fall  of  1903  they  changed  the  name  to  Alpha 
Gamma  and  under  this  name  sent  in  a  petition  to  the  general  officers 
m>i  the  Sigma  Nu  fraternity.  The  charter  asked  for  was  granted  and 
Gamma  Upsilon  chapter  was  installed  December  21,  1904,  by  four 
men  from  the  Missouri  School  of  Mines.  The  charter  members  were : 
W.  T.  Fields,  William  Glover,  Thomas  E.  Trigg,  R.  D.  Mesler,  J.  R. 
Bloom.  P.  R.  Booker,  E.  C.  Boles,  Hal  Green,  F.  A.  Tillman,  J.  T. 
Watson,  T.  C.  Mullins,  P.  S.  Seamans,  J.  R.  Hurst.  Gordon  Vaulx  and 
H.  L.  Westbrook.  In  all  fifty-six  men  have  been  initiated.  At  the 
time  of  this  writing  there  are  eight  active  members.  In  1908  a  large 
residence  was  rented  as  a  chapter  house  and  all  the  active  members 
who  are  not  residents  of  the  town  live  there. 

This  fraternity  was  founded  January  1,  1869,  at  the  Virginia 
Military  Institute  by  six  men,  two  of  whom  now  live  in  Arkansas,  a 
fact  of  which  the  Gamma  Upsilon  chapter  is  proud.  These  men  are 
Major  Greenfield  Quarles,  of  Helena,  and  Mr.  James  F.  Hopkins,  of 
Alabelville. 

Sigma  Phi  Epsilon. 

Arkansas  Alpha  Chapter  of  the  Sigma  Phi  Epsilon  fraternity  was 
installed  in  the  University  of  Arkansas  October  2,  1907,  by  the  Grand 
President,  N.  R.  Cooney,  with  the  following  men  as  charter  members : 
J.  J.  James,  C.  E.  Goodner,  T.  D.  Williamson,  C.  H.  Woodruff,  J.  W. 
Baxter,  W.  S.  Morgan,  Earl  Witt,  G.  F.  Jones,  W.  S.  Ross,  L.  R. 
Plemmons,  T.  M.  Plasson,  J.  I.  Pitchford.  The  total  number  of 
initiates  January  1,  1910,  was  thirty.  The  average  membership  has 
been  ten  men.    A  chapter  house  was  occupied  in  1908-'09. 


340  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

SORORITIES. 

Chi  Omega. 

The  following  account  of  the  founding  of  the  Chi  Omega  is  taken 
from  "The  Ozark,"  May-June,  1896 : 

In  the  spring  of  '95  four  young  women,  becoming  interested  in  fraternity  work, 
formed  among  themselves  a  Httle  club  which  they  dignified  with  the  name  of  a 
Greek  letter  fraternity,  or  rather  "sorority." 

However,  the  novelty  of  this  soon  wore  away,  and  they  were  eager  to  try 
something  new,  when  one  evening  Dr.  Chas.  Richardson,  a  staunch  fraternity  man, 
offered  to  draw  up  for  them  a  charter  in  regular  form,  and  to  provide  them  with 
a  constitution  and  ritual,  so  that  they  might  be  a  fraternity  in  reality,  and  not  in 
name  only.  The  young  women  were  enthusiastic  at  once,  and  a  few  days  later 
Misses  Holcombe,  '98;  Vincenheller,  Boles,  '98,  and  Simonds,  '96,  were  enrolled  as 
charter  members  of  the  mother  chapter,  Psi,  of  Chi  Omega  Fraternity  at  the 
University  of  Arkansas. 

Their  first  regular  meeting  was  held  on  April  9,  '95,  and  on  the  20th  Misscf 
Allen,  Beattie,  Davies,  Remy  and  Wood  were  initiated. 

At  the  end  of  the  following  year  there  were  twenty-two  members! 
one  of  whom  was  Miss  Ida  Pace,  an  associate  professor  in  the  faculty. 
Since  then  the  local  chapter  has  maintained  a  vigorous  life  and  has 
expanded  into  other  fields.  In  consequence  there  are  now  fourteen 
alumnae  chapters  and  twenty-four  active  chapters,  the  latter  being 
located  in  schools  of  collegiate  grade  from  Colby  College,  Maine, 
to  the  University  of  Washington,  and  from  the  University  of  Michigan 
to  the  Woman's  College  at  Tallahassee,  Florida.  For  several  years 
Chi  Omega  has  been  a  member  of  the  Woman's  National  Pan- 
Hellenic  Conference,  an  enter-sorority  organization  of  representatives 
from  the  national  sororities  in  the  United  States.  The  prominence 
of  Chi  Omega  in  this  work  is  due  mainly  to  two  alumnae  of  Psi 
chapter.  Miss  Jobelle  Holcombe,  representative  in  the  Woman's  Pan- 
Hellenic  Conference,  and  Mrs.  A.  H.  Purdue,  the  grand  president  of 
the  sorority. 

Chi  Omega  has  always  encouraged  scholarship  and  high  social 
standards.  To  promote  scholarship  the  governing  council  offers 
yearly  a  silver  loving  cup  to  the  chapter  having  the  highest  scholastic 
standing.  It  also  secures  from  the  college  authorities  a  report  of  the 
condition  of  the  respective  chapters  on   the  following  points:     (1) 


STUDENT  ACTIVITIES.  341 

Scholarship ;  (2)  cooperation  in  college  enterprises ;  (3)  interest  in  the 
W.  C.  A. ;  (4)  social  standards. 

Zeta  Tau  Alpha. 

Epsilon    chapter    of    Zeta    Tau    Alpha    was    established    at    the 

Iniversity  of  Arkansas  January  16,  1904,  with  the  following  charter 

members:     Airs.  Bess   (Kell)  Rose,  Mrs.  Bess  (Byrnes)   Dritt,  Mrs. 

Mable  (Sutton)  Wasson,  Mrs.  Delia  (McMillan)  Jackson,  Miss  Grace 

fordan,  Miss  Hattie  Williams,  and  Miss  Margaret  Hutchinson.    Only 

)ur  of  these  graduated.     Epsilon  chapter  has  enrolled  seventy-three 

lembers,  twenty-one  of  whom  have  graduated  from  the  university. 

The  average  membership  of  the  chapter  is  about  fifteen. 

Pi  Beta  Phi. 

February  8,  1906,  the  Gamma  Epsilon  Delta,  a  local  sorority,  was 
organized  at  the  university  with  the  following  charter  members : 
Misses  Barbara  Davis,  Lytta  Davis,  Elizabeth  Winters,  Stella  Hight, 
Beulah  Williams,  Mary  Campbell  and  Madge  Campbell.  From  their 
first  organization  it  was  their  intention  to  apply  for  a  charter  from  the 
Pi  Beta  Phi  sorority.  W^hen  their  application  was  made  it  was  backed 
by  written  recommendations  from  every  fraternity  and  sorority  in  the 
university.  Beginning  in  March,  1907,  several  members  of  the 
governing  council  of  Pi  Beta  Phi  visited  the  society  with  a  view  to 
passing  upon  their  application.  During  the  year  1908-9  the  members 
of  Gamma  Epsilon  Delta  occupied  a  part  of  the  Arkansas  Building 
as  a  chapter  house.  Among  outsiders  who  have  taken  great  interest 
in  building  up  the  sorority  may  be  mentioned  Mrs.  W.  N.  Gladson,  a 
member  of  Pi  Beta  Phi,  Mrs.  James  Bohart,  Mrs.  Joe  Harrison,  Mrs. 
A.  I.  Moore,  and  Mrs.  Will  Hight.  The  petition  for  a  charter  was 
finally  granted  and  the  members  of  the  Gamma  Epsilon  Delta  were 
initiated  into  the  mysteries  of  Pi  Beta  Phi  December  29,  1909,  by 
Miss  May  Heller,  of  the  Woman's  College,  Baltimore,  Mrs.  Nathan 
Merriam,  of  Fort  Smith,  Mrs.  Hugh  Branson,  of  Nowata,  Oklahoma, 
and  Mrs.  R.  C.  Gilbert,  of  Siloam  Springs.  The  charter  members  were : 
Mary  Campbell,  Mrs.  Barbara  (Davis)  Olney,  Lyta  Davis,  Nelle 
Wilson,  Ovid  Barrett,  Josephine  Dubs,  Sunshine  Fields,  Elizabeth 
Nichols,  Mary  Shannon,  Claire  Norris,  W^anda  Richards,  Mary  Droke, 


342  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Bess  Graham,  Sula  Fleeman,  Ruth  Jennings,  Margaret  Stuckey, 
Lillian  Wallace,  Ruth  Wood,  Mildred  Gregg,  Sallie  Pope,  Susie  Moore, 
Hazel  Gladson,  Lucy  Nichols,  Victoria  Vogel,  and  Madge  Campbell. 
Only  fifteen  of  these  are  active  members.  Four  other  active  members 
of  Gamma  Epsilon  Delta,  Aurelle  Burnside,  Bess  Carnall,  Ruby 
Gotham,  and  May  Pittman,  were  unable  to  be  present  at  the  installa- 
tion of  the  chapter. 

Christian  Associations. 

Some  time  during  the  year  1880-1  a  Young  Men's  Christian 
Association  was  organized  among  the  students  at  the  university,  with 
the  following  officers :  G.  W.  Droke,  president ;  R.  R.  Moore,  vice- 
president;  O.  C.  Bates,  secretary,  and  T.  F.  Oates,  treasurer.  In  the 
course  of  the  year  twenty-one  members  were  enrolled,  including 
members  of  the  faculty  and  citizens  of  the  town.  The  following  year 
the  membership  more  than  doubled,  reaching  forty-eight,  but  after 
this  there  was  a  decline  and  the  association  practically  ceased  to  exisi  j 
in  a  few  years.  Ten  years  later  (1895)  it  was  reorganized  and  givet 
quarters  in  the  South  Dormitory  where  a  class  in  Bible  study  mei 
Sunday  evenings,  but  again  there  was  a  decline.  In  the  spring  o 
1902  there  was  a  second  reorganization  under  the  direction  of  Mr.  J.  IJ 
Schoolfield,  state  secretary,  beginning  with  seventeen  members  wh< 
soon  secured  a  charter  and  made  the  association  a  branch  of  th( 
national  organization.  For  a  time  the  growth  was  slow,  but  persisten 
and  heroic  effort  was  crowned  with  success.  When  Professor  J.  H 
Reynolds  entered  the  faculty  in  the  fall  of  1902  he  at  once  took  ail 
interest  in  the  association  and  gave  valuable  assistance  in  putting  it  on 
its  feet.  Professor  G.  W.  Droke,  the  first  president  of  the  firs^ 
association  back  in  1882  was  also  here  as  a  teacher  and  gave  hi 
help.  In  1905  a  regular  secretary  was  secured  in  the  person  of  M 
Ernest  Given  Howe  who  served  until  1907.  He  was  succeeded  b; 
Mr.  B.  W.  Dickson  who  served  until  1909  when  he  resigned  t 
continue  his  studies  at  Yale.  The  present  secretary  is  Mr.  L.  H 
Gardner,  who  entered  on  his  duties  in  the  fall  of  1909. 

For  some  time  the  association  has  been  a  strong  force  in  universit 
life.     Commodious  quarters  were  secured  in  the  basement  of  the  le 
wing  of  University  Hall,  where  they  now  have  an   assembly  hal| 
committee  rooms,  and  an  office  and  reading  room.     Several   Bib! 


STUDENT  ACTIVITIES.  343 


study  classes  are  maintained  under  student  leaders  and  are  well 
attended,  with  an  average  attendance  of  about  one  hundred  and 
twenty-five.  During  the  year  1908  two  young  men  decided  to  enter 
the  ministry.  The  membership  of  the  association  has  gone  beyond 
two  hundred.  For  several  years  it  has  managed  a  lecture  course  and 
has  brought  to  the  university  some  of  the  best  talent  on  the  American 
platform. 

In  September,  1904,  a  young  ^^'omen's  Christian  Association  was 
organized  at  the  university  by  Mrs.  Beauchamp,  of  Little  Rock.  It 
began  with  twelve  members,  but  enrolled  sixty  before  the  close  of  the 
year.  Miss  Beulah  Williams  was  the  first  president.  The  association 
has  been  active  and  vigorous  ever  since  and  now  has  a  regular 
secretary.  Miss  Elva  Sly.    It  has  an  assembly  room  in  Carnall  Hall. 

Both  associations  have  taken  an  active  interest  in  missions  and 
have  maintained  volunteer  bands.  In  1908  there  were  nine  members 
of  this  band,  said  to  be  more  than  at  all  the  denominational  colleges  of 
the  State  combined. 

Athletics. 

Athletics  worth  while  can  not  be  said  to  have  had  a  very  long 
history  at  the  university  though  an  athletic  association  was  formed 
in  1893  "to  foster  and  encourage  the  growing  interest  which  the 
student  body  is  manifesting  in  the  development  of  the  physical  man." 
It  was  composed  of  the  Athletic  Club,  the  Tennis  Club,  the  Baseball 
Club,  and  the  Football  Club.  Each  member  of  the  association  except 
the  Football  Club  was  required  to  give  an  exhibition  each  term  under 
the  supervision  of  the  governing  council,  which  was  composed  of  two 
members  of  the  faculty  and  the  presidents  of  the  different  clubs. 

During  the  latter  '90's  games  began  to  be  pla^'ed  away  from  the 
university  by  the  football  and  baseball  teams,  though  they  can  hardly 
be  styled  intercollegiate  as  most  of  them  were  not  with  college  teams. 
The  results  were  not  altogether  satisfactory  and  considerable 
opposition  was  developed  among  some  of  the  higher  powers,  but  the 
games  continued.  In  1901  the  faculty  devised  stricter  rules  to 
determine  who  should  participate  in  the  games.  No  one  not  a 
bona  fide  student  doing  full  work  was  to  be  allowed  to  play  on  any 
team  representing  the  university.  No  "professionalism"  was  allowed 
and  no  student  deficient  in  his  studies  was  to  be  allowed  to  play. 


STUDENT  ACTIVITIES.  345 

There  was  a  faculty  committee  on  athletics  whose  duty  it  was  to  see 
that  the  rules  were  enforced. 

These  rules  remained  unchanged  for  several  years  and  apparently 
unenforced  for  a  part  of  the  time.  In  March,  1905,  the  faculty 
instructed  the  committee  on  athletics  to  see  that  they  were  enforced. 
Each  professor  was  required  to  report  every  Monday,  during  the 
athletic  season,  the  standing  of  each  member  of  his  classes  who  was  a 
candidate  for  or  playing  on  any  of  the  teams.  Delinquent  students 
must  be  dropped  from  the  team  if  they  did  not  make  good  after  two 
weeks'  warning.  A  month  later  this  action  was  rescinded  and  the 
faculty  committee  on  athletics  was  now  required  to  get  a  list  of  the 
players,  look  into  their  grades  at  the  middle  and  end  of  each  month 
and  report  to  the  faculty  such  cases  as  they  thought  required  such 
action.  Any  student  failing  in  over  one  half  his  work  for  any  term 
should  not  be  allowed  to  take  any  part  in  athletics  the  following 
term,  unless  his  deficiencies  were  made  up.  The  rules  still  stand, 
but  have  not  been  fully  enforced. 

Nothing  like  any  adequate  provision  for  the  exercise  of  athletics 
was  ever  made  until  the  '90's  when  the  athletic  field  was  laid  off  in  the 
southwest  corner  of  the  campus  and  a  grandstand  was  erected.  In 
1902  the  barns  were  moved  west  of  the  street  in  order  to  make 
possible  the  enlargement  of  the  field.  Seven  years  later  the  whole  west 
end  of  the  campus  was  turned  into  the  field  and  work  was  begun  on  a 
track.  The  trustees  have  shown  their  interest  in  the  subject  by 
making  small  appropriations  several  times.  In  1907  they  authorized 
the  president  to  draw  upon  the  contingent  fund  for  this  purpose.  In 
recent  years  attempts  have  been  made  to  put  the  athletics  of  the 
university  on  a  better  basis.  One  step  in  this  direction  was  the 
employment  of  a  coach  for  the  training  of  the  teams,  which  was  begun 
recently.  In  1908  the  coach,  designated  director  of  athletics,  was 
required  to  reside  at  the  university  all  the  year  and  was  admitted  to 
the  faculty. 

Student  Customs.* 

Customs  distinctively  peculiar  to  the  students  of  the  University  of 
Arkansas    are    comparatively    recent    in    their    origin.      Fifteen    or 


*  The  authors  are  indebted  to  Mr.  J.  J.  DuLaney  for  the  matter  in  this  section. 


346  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


twenty  years  ago,  owing  to  the  small  number  of  students  and  absence 
of  intercollegiate  relations  scarcely  any  special  customs  prevailed. 
Yells  and  class  songs  existed,  but  there  were  no  peculiar  exhibitions  of 
college  spirit  except  what  was  manifested  in  enthusiasm  at  athletic 
games  or  in  nocturnal  college  pranks.  Most  of  the  customs  now  in 
vogue  have  grown  up  within  the  last  eight  or  ten  years.  During  this 
time  the  enrollment  of  the  university  has  almost  doubled,  and  frequent 
relations  with  other  colleges  and  universities  have  been  influential  in 
establishing  new  customs  and  practices. 

For  several  years  the  graduating  class  has  been  given  a  day 
during  commencement  week,  known  as  Class  Day  on  which  the 
seniors  give  a  program  consisting  of  class  oration,  prophecy,  history, 
poems,  etc. 

Of  all  class  days  perhaps  "pennant  day"  is  the  best  known  and  the 
most  enjoyable.     It  originated  in  March,  1903,  as  a  holiday  given  tq, 
the   junior    and    senior   classes.      At    first    the    seniors    placed    theii 
pennant 'on  a  pole  and  the  juniors  accepted  the  implied  challenge  t^ 
take    it    down    and    furl    theirs    instead.      A    general    class    struggle 
followed  sometimes  accompanied  with  violence  and  personal  injurj 
After  a  year  or  two  this  class  fight  was  discontinued  by  faculty  ordersJ 
but  the  holiday  is  still  granted.     On  pennant  day  these  two  classe^ 
are  excused  from  recitations.     In  the  morning  they  attend  chapel  an( 
make  the  hall  ring  with  yells  and  class  songs.    Afterwards  for  an  houi 
or  more  they  promenade  the  corridors  and  with  yells,  songs  and  diverse 
noises  they  annoy   the  professors,   who  are  valiantly   struggling   t(| 
impart  knowledge  to  the  absent-minded  lower-classmen.     Next  the 
juniors  and  seniors  repair  to  one  of  the  literary  society  halls  where 
short  joint  program  is  given.    The  next  feature  is  laying  the  concrete 
block   in   the   walk   in   front   of   University   Hall.      On   this    slab   th< 
names  of  the  graduates  with  the  year  is  engraved.    The  first  slab  was 
laid  in  1905.     The  next  in  order  is  planting  the  senior  tree  on 
campus  with  appropriate  ceremony.    This  custom  began  in  1907.    Ir^ 
the  afternoon  the  two  classes  play  a  game  of  baseball  and  the  dayV 
festivities  close  with  a  joint  banquet  at  night. 

On  the  first  of  May,  the  juniors  and  seniors  are  entertained  at  the 
home  of  the  president  of  the  university. 


STUDENT  ACTIVITIES.  347 


Hazing  at  the  university  has  never  assumed  the  serious  aspect  that 

^  it  has  at  some  colleges.     In  recent  years  it  has  taken  the  form  of  a 

f  friendly  "reception"  to  the  new  boys  at  the  dormitories.     At  the  first 

^oF  the  year  the  new  men  are  taken  out  and  marched  over  the  city, 

''and  given  exercises  in  military  tactics,  singing,  yelling,  dancing  and 

such  "stunts"  which  the  old  men  think  will  be  helpful  to  them  later  on. 

On   March    17,    1909,  the   engineering  students   of   the    university 

|inaugurated  the  custom  of  observing  St.  Patrick's  day  as  a  holiday 

^for  engineers.    They  go  out  upon  the  field  with  all  the  paraphernalia 

ioi  engineers  as  is  befitting  a  celebration  in  honor  of  their  patron  saint. 

[This  feature  attracts  special  attention  to   that  department  and  will 

^doubtless  remain  a  fixed  custom. 

Another  custom,  not  peculiar  to  this  university,  is  the  "night 
shirt"  parade  given  by  the  boys  when  an  athletic  victory  is  won.  It 
usually  ends  with  a  bonfire  on  the  campus. 

The  University  Song. 

In    1909  a  prize   of  fifty   dollars  was   offered  for   the   best   poem 

relating  to  the  University  of  Arkansas  which  should  be  capable  of 

being  set  to  music  and  used  as  a  college  song.     In  a  long  list  of 

competitors  the  prize  was  awarded  to  Mr.  Brodie  Payne,  '06,  of  Hot 

Springs.     The  words  were  set  to  music  by  Professor  H.  D.  Tovey 

and  are  given  below.  .  ,, 

*"  Alma  Mater. 

Pure  as  the  dawn  on  the  brow  of  thy  beauty 
Watches  thy  soul  from  the  mountains  of  God 
Over  the  Fates  of  thy  children  departed 
Far  from  the  land  where  their  footsteps  have  trod. 
Beacon  of  Hope  in  the  ways  dreary  lighted ; 
Pride  of  our  hearts  that  are  loyal  and  true; 
From  those  who  adore  unto  one  who  adores  us — 
Mother  of  Mothers,  we  sing  unto  you. 

We,  with  our  faces  turned  high  to  the  Eastward 
Proud  of  our  place  in  the  vanguard  of  Truth, 
Will  sing  unto  thee  a  new  song  of  thanksgiving — 
Honor  to  God  and  the  Springtime  of  Youth. 
Shout  for  the  victor  or  tear  for  the  vanquished; 
Sunshine  or  tempest  thy  heart  is  e'er  true ; 
Pride  of  the  Hills  and  the  white-laden  Lowlands — 
Mother  of  Mothers,  we  kneel  unto  you. 


348  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS.  Wl 

Ever  the  Legions  of  Sin  will  assail  us, 
Ever  the  Battle  in  Cities  afar; 
Still  in  the  depths  will  thy  Spirit  eternal 
Beckon  us  on  like  a  piloting  Star. 
Down  the  dim  years  do  thy  dead  children  call  thee, 
.  Wafted  to  sleep  while  the  Springtime  was  new ; 
We,  of  the  Present,  thy  Hope  of  the  Future — 
Mother  of  Mothers,  we  pray  unto  you. 

Dormitories. 

Like  everything  else  at  the  university,  the  dormitories  had  small 
beginnings.  As  soon  as  University  Hall  was  ready  for  class-room 
work  the  old  frame  building  which  had  been  used  for  that  purpose  was 
turned  over  to  students.  About  thirty  or  forty  students  stayed  there 
and  "kept  bach,"  each  securing  his  own  provisions,  cooking  them  andf 
looking  after  his  own  room.  As  the  rooms  were  large  three  or  foui 
generally  clubbed  together  in  this.  The  faculty  exercised  souk 
supervisory  control  by  sending  one  of  their  number  occasionally  ti 
inspect. 

In  1885  it  was  deemed  better  to  have  a  superintendent  on  th 
ground  and  Professor  Howell  was  designated  to  reside  in  th 
dormitory.  A  cook  was  now  employed  and  a  common  mess  hal 
instituted  for  all.  The  superintendent's  powers  were  very  much 
limited  by  the  fact  that  the  self-governing  features  were  retained.  Td 
dismiss  a  boy  from  the  dormitory  required  a  two-thirds  vote,  iii 
consequence  it  was  difficult  to  maintain  discipline.  This  systerni 
proving  a  failure,  the  superintendent  was  given  dictatorial  powers 
and  the  results  justified  the  change.  Professor  Murfee  succeededl 
Professor  Howell,  and,  on  becoming  president,  he  was  in  turn  sue-; 
ceeded  by  Professor  Droke.  After  two  or  three  years  of  service  Pro-^ 
fessor  Droke  resigned,  but  was  induced  to  take  up  the  work  again  in^ 
1894,  being  paid  $30  a  month  in  addition  to  his  regular  salary,  but 
resigned  again  in  November.  The  president  solicited  candidates  for  the 
position.  Volunteers  were  slow  in  offering,  but  Professor  Cole  wad 
finally  induced  to  accept.  After  repeated  efforts  to  keep  up  this 
system  it  was  finally  abandoned,  apparently  not  because  it  was  bad 
for  the  students,  but  because  unpleasant  for  the  member  of  the  faculty 


STUDENT  ACTIVITIES.  349 


on  whose  shoulders  the  responsibility  fell.  More  of  the  responsibility 
was  thrown  upon  the  matron  and  this  system,  with  some  modifications, 
has  been  followed  ever  since. 

The  students,  not  being  altogether  satisfied  with  their  exclusion 
from  the  management,  petitioned  in  1901  for  self-government.  This 
was  finally  granted  in  providing  for  a  committee  of  seniors  to  act 
with  the  matron  in  making  rules,  enforcing  discipline,  and  in  the 
purchase  of  supplies.  For  awhile  the  matron  collected  and  disbursed 
the  funds,  but  this  was  soon  turned  over  to  a  student.  The  matron 
and  the  senior  commitee  were  especially  charged  with  the  good  order 
of  the  dormitories,  and  were  authorized  to  inflict  penalties  ranging 
from  fines  to  dismissal  from  the  dormitory.  The  board  at  one  time 
(1904)  directed  that  the  commandant  should  have  general  supervision, 
their  intent  being  to  place  the  dormitories  on  a  military  basis  similar 
to  that  in  vogue  at  West  Point,  but  this  does  not  seem  to  have  been 
carried  out.  So  far  the  senior  committee  and  the  matron  have  managed 
affairs  in  a  reasonably  satisfactory  manner  and  have  succeeded  in 
giving  board  cheaper  than  could  be  obtained  at  private  boarding 
houses.  However,  until  recent  years,  no  room  rent  whatever  was 
charged,  the  student  simply  paying  for  his  heat,  lights  and  board. 
Now  he  pays  $5.00  a  year  which  goes  into  the  repair  fund.  While 
something  has  been  accomplished  in  cheapening  board,  the  greatest 
problem,  that  of  making  a  home,  can  not  be  said  to  have  been  fully 
solved. 

When  the  girls'  dormitory  was  erected  the  board  of  trustees 
authorized  the  president  to  designate  as  many  as  four  of  the  lady 
teachers  to  board  there,  the  intent  being  to  make  them  share  with  the 
matron  the  responsibility  for  good  discipline. 

The  accommodations  were  enlarged  in  1888  by  the  erection  of  a 
new  dormitory — since  named  Buchanan  Hall — of  Hill  Hall  in  1901  and 
Gray  Hall  in  1905-6.  The  accommodations  now  are  sufficient  for 
about  285.  The  applications  are  always  in  excess  of  the  room  avail- 
able. 


CHAPTER  XXI. 


SKETCHES   OF  TRUSTEES  AND    FACULTY. 


I.     TRUSTEES  EX-OFFICIO. 

Elisha  Baxter  was  born  in  Rutherford  County,  North  Carolina, 
sptember  1,  1827.  He  had  few  educational  advantages.  In  1848  he 
igaged  in  the  mercantile  business  at  Rutherford,  North  Carolina,  but 

gave  up  his  business  in  1852 

and  came  to  Arkansas.     In 

18  5  3    he    and    his    brother 

opened  a  business  at  Bates- 

ville,   Arkansas.      This    firm 

failed  in  1855  and  he  entered 

a  printing  office.      He   soon 

left    this    and    took    up    the 

study  of    law.     He   was 

admitted  to  the  bar  in  1856. 

In    1854   he   was   elected 

to  the  state  legislature, 

and  again  in   1858.     In  1859 

he  formed  a  law  partner- 
ship with  James  Hinds, 

which    continued    until    the 

opening   of   the    Civil    War. 

When  the  struggle  came  on 

he  adhered  to  the  cause  of 

the  Union,  and  for  this  rea- 
son he  joined  General  Curtis  Eiisha  Baxter. 

at  Jacksonport.     He  was   offered   a   position   as   colonel   in   the   first 

Arkansas  regiment,  but  declined  because  of  his  southern  birth.    In  1863 

he  left  Arkansas  and  went  to  Missouri,  where  he  was  made  a  prisoner 

by  the  Confederate  cavalry.     He  was  paroled  by  Colonel   Newton 

and  required  to  return  to  Arkansas  and  report  to  General  Horner. 


352  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

When  he  reported  he  was  committed  to  jail  for  treason  against 
the  Confederacy,  but  he  escaped.  After  this  experience  he  cast 
his  lot  with  the  Union  and  raised  a  regiment  which  was  known 
as  the  4th  Arkansas  mounted  infantry.  He  reported  for  duty  and 
was  placed  in  command  of  the  post  at  Batesville.  In  1864  he  resigned 
his  command  in  the  regiment  and  was  elected  to  the  supreme  court. 
After  the  close  of  the  war  he  was  elected  to  the  United  States  Senate 
but  was  refused  admission.  He  then  returned  to  Batesville  and 
resumed  the  practice  of  law  in  1865.  He  continued  his  practice  until 
1868  when  he  was  made  register  in  bankruptcy  of  the  first  Con- 
gressional district.  In  the  same  year  he  was  appointed  judge  of  the 
third  judicial  district,  which  position  he  held  until  1872,  when  he  was 
elected  governor  of  Arkansas.  After  serving  one  term  he  returned  to 
Batesville  and  resumed  the  practice  of  law.  The  chief  events  of  his 
administration  were  the  increasing  of  the  number  of  Congressional 
districts  to  five ;  creation  of  the  counties  of  Baxter,  Clayton,  Garland, 
Faulkner,  Lonoke,  Howard,  Dorsey,  Lee,  and  Stone ;  a  provision  iot 
a  better  system  of  public  schools ;  and  the  Brooks-Baxter  war. 
1849  Governor  Baxter  married  Miss  Harriet  Patton  in  Rutherfoi 
County,  North  Carolina.  There  were  born  of  this  marriage  si| 
children,  the  eldest  of  whom  was  born  in  North  Carolina,  the  othei 
in  Arkansas.  Their  names  are  Millard  P.,  who  became  a  merchant  ij 
Batesville ;  Edward  A.,  a  physician  at  Melbourne ;  Catharine  M.,  whl 
is  the  wife  of  Newton  M.  Alexander;  George  E.,  Hattie  O.,  and 
Fannie  E.,  the  last  of  whom  died  in  1873,  at  the  age  of  two  years. 


James  Henderson  Berry  was  born  in  Jackson  County,  Alabama, 
May  15,  1841,  son  of  James  M.  and  Isabella  (Orr)  Berry.  In  1848  he 
came  with  his  parents  to  Carroll  County,  Arkansas,  and  settled  in  the 
locality  which  took  its  name  from  the  family  and  grew  into  the  town 
of  Berryville.  His  education  was  received  in  the  country  schools  and 
the  Berryville  Academy  where  he  spent  ten  months.  He  then  clerked 
in  a  store  for  a  while.  At  the  outbreak  of  the  Civil  War  he  joined  the 
16th  Arkansas  infantry  and  was  commissioned  second  lieutenant.  At 
the  battle  of  Corinth,  Mississippi,  he  lost  a  leg.  After  the  close  of 
the    war    he    taught    school    at   Ozark,    Arkansas,    and    studied    law 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


353 


whenever  he  could  borrow  a  book.  Without  the  help  of  any  instructor 
he  managed  to  procure  license  to  practice  in  October,  1866.  The  same 
year  he  was  elected  to  the  legislature  from  Carroll  County.  Three 
years  later  he  moved  to  Benton  County  and  there  formed  a  partner- 
ship with  his  brother-in-law,  Samuel  W.  Peel,  sometime  member  of 
Congress.  In  1872  he  was  elected  to  represent  Benton  County  in  the 
legislature,  w^as  returned  the  following  term  and  elected  speaker  of 
the  house.  In  1878  he  was  elected  circuit  judge  and  served  four  years, 
when  he  was  elected  governor  of  the  State.  After  serving  one  term  he 
was  elected  to  fill  the  vacancy  in  the  United  States  Senate  caused  by 
the  resignation  of  A.  H.  Garland,  who  had  become  attorney-general  in 
Cleveland's  first  cabinet.  He  took  his  seat  March  25,  1885,  and  was 
re-elected  in  1889,  1895  and  1901.  He  w^as  defeated  for  re-election  in 
1907. 


Thomas  James  Churchill 

was  born  on  a  farm  near 
Louisville,  Kentucky,  March 
10,  1824.  He  received  his 
early  education  in  the  com- 
mon schools  of  his  native 
State,  after  which  he  entered 
St.  Mary's  College,  from 
which  he  was  graduated  in 
1844.  After  his  graduation 
he  took  a  graduate  course 
in  Transylvania  University 
at  Lexington,  Kentucky.  In 
1846  he  enlisted  in  the  first 
Kentucky  mounted  riflemen 
and  saw  active  service  in  the 
Mexican  War.  He  was  soon 
made  lieutenant  of  his  regi- 
ment. In  1847  he  was  made  a 
prisoner  and  sent  to  the  city 
of  Mexico,  but  was  exchanged. 
In    1848   he   moved   to 


Thomas  James  Churchill. 


354  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Arkansas  and  devoted  his  attention  to  farming.  In  1857  he  was 
appointed  postmaster  at  Little  Rock  by  President  Buchanan.  He  con- 
tinued in  this  position  until  1861.  When  the  war  between  the  states 
came  on  he  was  commissioned  in  the  Confederate  service  and  organ- 
ized a  regiment  of  cavalry  which  was  known  as  the  first  Arkansas 
mounted  riflemen.  He  later  became  a  major-general  in  the  service  of 
the  Confederacy.  After  the  close  of  the  war  he  returned  to  his  farm. 
In  1874  he  was  elected  state  treasurer ;  he  was  reelected  to  this  posi- 
tion in  1876  and  again  in  1878.  After  having  served  three  terms  as 
state  treasurer  he  was  elected  governor  of  the  State.  During  his 
administration  the  insane  asylum  was  established  at  Little  Rock  and 
the  medical  and  normal  departments  were  added  to  the  state  univer- 
sity. He  was  married  to  Miss  Ann  Sevier,  July  1,  1849.  One  son  and 
three  daughters,  all  of  whom  survive,  were  born  of  this  union.  He 
died  in  1905. 


James  P.  Clarke,  son  of  Walter  and  Ellen  (White)  Clarke,  was 
born  in  Yazoo  City,  Mississippi,  August  18,  1854.  He  received  his 
early  education  in  the  public  schools  and  academies  of  his  native 
State.  He  then  entered  the  University  of  Virginia,  from  which  he 
graduated  in  law  in  1878.  After  his  graduation  he  came  west  and 
settled  at  Helena,  Arkansas,  Avhere  he  began  the  practice  of  law.  In 
1886  he  was  eelcted  to  the  state  legislature  and  remained  through 
the  session  of  1887.  In  1888  he  was  elected  to  the  state  senate  and 
served  in  this  capacity  for  one  term.  During  his  term  as  senator  he 
was  elected  president  of  the  senate  and  ex-officio  lieutenant  governor. 
During  the  years  1893  and  1894  he  was  attorney-general  of  Arkansas. 
At  the  expiration  of  his  term  he  was  elected  governor  and  served  one 
term.  He  declined  a  second  nomination,  moved  to  Little  Rock  and 
resumed  the  practice  of  law.  In  1903  he  was  elected  to  the  United 
States  senate,  which  position  he  now  holds.  He  is  now  a  member  of 
the  Democratic  National  Committee. 


George  Brinton  Cook,  son  of  Wylie  and  Delilah  (Nickell)  Cook, 
was  born  at  White  Oak,  Kentucky,  May  31,  1868.  In  1870  the  family 
moved  to  Johnson  County,  Missouri,  in  which  vicinity  he  lived  until 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


355 


he  went  to  Hot  Springs,  Arkansas,  in  1891.  He  was  educated  in 
the  public  schools  of  Johnson  County,  and  in  Central  College  at 
Fayette,  Missouri.  After  leaving  school  he  entered  the  teaching 
profession  and  has  filled 
many  important  positions. 
In  1891  he  was  elected  super- 
intendent of  the  city  school 
of  Hot  Springs  and  county 
examiner  for  Garland 
County,  which  positions  he 
held  until  1908,  when  he  w^as 
elected  superintendent  of 
public  instruction  of 
Arkansas. 

He  has  been  an  active 
member  of  the  National 
Educational  Association  for 
twenty-two  years,  and  is  a 
member  of  the  National 
Educational  Council,  having 
been  for  a  number  of  years 
vice-president  of  the  associa- 
tion, chairman  and  secretary 
of  the  National  Department 
of  Superintendents.    He  was  ^^""^^  ^""*°"  ^°°^- 

for  four  years  secretary  of  the  Southern  Educational  Association,  and 
is  a  life  member  of  the  Arkansas  State  Teachers'  Association,  which 
he  has  served  as  president.  He  was  secretary  of  the  board  on  educa- 
tional awards  at  the  World's  Fair,  St.  Louis,  and  is  now  a  member  of 
the  Rhodes  Scholarship  examining  board,  chairman  of  the  board  of 
trustees  of  the  Arkansas  State  Normal  School,  member  of  the  executive 
committee  of  the  board  of  trustees  of  the  University  of  Arkansas,  and 
advisory  member  of  the  state  executive  committee  of  the  Arkansas 
agricultural  schools.  He  has  contributed  to  the  press  many  articles 
and  has  delivered  many  addresses  on  educational  subjects  and  has 
devoted  much  time  and  thought  to  the  subject  of  school  systems, 
supervision  and  courses  for  the  purpose  of  developing  and  broadening 


356 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


the  school  system  of  Arkansas.  He  was  married  to  Miss  Greta 
Chambers  of  Shreveport,  Louisiana,  on  April  7,  1897.  Two  daughters, 
Katherin  and  Virginia,  have  been  born  of  this  union. 


Joseph  Carter  Corbin  was  born  March  26th,  1833,  in  Chillicothe, 
Ohio,  son  of  William  and  Susan  Corbin.  In  that  day  there  were  no 
public  schools  for  colored  children  in  Ohio,  but  the  parents  supported 
pay  schools  in  the  winter  season,  in  which  young  Corbin  went  as 
far  as  the  "single  rule  of  three."  He  improved  his  education  by 
diligent  study  at  home,  and,  when  about  16  years  of  age,  entered  a 

pay  school  in  Louisville, 
Kentucky.  This  was  before 
the  war,  and  the  school  was 
composed  of  both  free  and 
slave  children.  During  this 
time  he  saved  up  enough 
money  to  go  to  college,  for 
which  he  was  pretty  well 
prepared,  as  he  read  Csesar 
and  Cicero  readily  and  hail 
studied  mathematics  as  far 
as  analytical  geometry.  He 
went  to  the  Ohio  University 
at  Athens  and  graduated 
from  that  institution  in  1853. 
In  order  to  finish  paying  for 
his  education  he  obtained  a 
position  as  clearing-house 
clerk  in  the  Bank  of  the 
Ohio  Valley,  Cincinnati, 
Ohio.  Coming  to  Arkansas, 
Joseph  Carter  Corbin.  j^^   ^^^    employed   as   a 

reporter  by  the  "Arkansas  Republican"  for  several  years  and  was 
afterwards  employed  as  money-order  clerk  in  the  Little  Rock 
postoffice.  About  this  time  he  received  the  degrees  of  A.  M.  and 
Ph.  D.  from  his  alma  mater. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  357 

In  1873  he  was  elected  superintendent  of  public  instruction  and 
served  until  the  close  of  the  Brooks-Baxter  war,  after  which  he 
taught  for  two  years  in  the  Lincoln  Institute,  Jefferson  City,  ^Missouri. 
Returning  to  Arkansas  he  was  on  August  18,  1875,  elected  principal  of 
the  Branch  Normal  College,  Pine  Bluflf,  which  position  he  held  for 
about  30  years.  During  this  time  all  the  buildings  for  the  institution 
were  erected  and  a  library,  physical  apparatus  and  machinery  were 
purchased.  The  contract  for  the  main  building  of  the  university  was 
also  let  and  the  building  erected  while  he  held  the  office  of  state 
superintendent. 

He  is  a  33d  degree  Mason,  and  was  twenty-five  years  secretary  of 
the  colored  Freemasons  of  Arkansas,  and  also  served  one  term  as 
Grand  ^Master.  His  reports  upon  foreign  correspondence  have 
attracted  much  attention.  He  is  a  mathematician  and  has  contributed 
many  articles  to  the  mathematical  journals.  He  is  also  well  acquainted 
with  six  or  eight  foreign  languages.  He  has  done  a  great  deal  of 
work  in  holding  teachers'  institutes  in  Arkansas  and  Oklahoma.  He  is 
an  accomplished  musician  and  a  performer  upon  several  instruments. 
At  present  he  is  principal  of  the  Merrill  Public  School,  Pine  Bluff, 
Arkansas.  September  11,  1866,  he  married  Miss  Mary  J.  \\'ard,  a 
native  of  Kentucky,  in  Cincinnati,  Ohio.  Six  children  were  born  of 
this  union,  of  whom  only  two  survive. 


Jefferson  Davis,  son  of  Lewis  A.  and  Elizabeth  Davis,  was  born 
near  Richmond,  in  Little  River  County,  Arkansas,  on  Alay  6,  1862. 
When  he  was  seven  years  of  age  his  parents  moved  to  Russellville 
in  Pope  County,  where  he  grew  to  manhood.  Mr.  Davis  received  his 
education  in  the  common  schools  of  Arkansas  and  at  the  state  univer- 
sity. He  left  the  university  before  finishing  his  literary  course  and 
entered  the  law  department  at  Vanderbilt  University,  and  was  admit- 
ted to  practice  at  the  age  of  nineteen.  He  began  the  practice  of  law  at 
Russellville.  His  practice  soon  extended  through  the  fifth  judicial 
district.  In  1893  he  was  elected  prosecuting  attorney  of  his  district 
and  served  four  vears.    In  1899  he  was  elected  attornev-general  of  the 


358 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


state  and  served  in  this 
capacity  for  two  years.  In 
September,  1900,  he  was 
elected  governor  of  Arkan- 
sas. He  took  the  oath  of 
office  as  governor  January 
18,  1901.  In  1902  he  was 
again  elected  governor.  He 
was  reelected  governor  in 
1904  for  the  third  term. 
During  the  six  years  that 
he  served  as  governor,  by 
virtue  of  his  office  he  was 
president  of  the  board  of 
trustees  of  the  University 
of  Arkansas.  He  was 
elected  to  the  United  States 
senate  and  took  his  seat 
March  4,  1907,  as  successor 
of  James  H.  Berry.  He  was 
married    in    1882    to    Miss 

JeflFerson  Davis.  j^^      McKcUzie.         Of      this 

union    twelve    children    were   born,    eight   of   whom    are   still    living 


George  Washington  Donaghey,  son  of  Columbus  C.  and  Elizabetl 
(Ingram)  Donaghey,  was  born  in  Oakland,  Louisiana,  on  July  1,  1856^ 
His  parents  moved  to  Arkansas  while  he  was  yet  an  infant,  and  his  life! 
has  practically  all  been  spent  in  Arkansas.     His  early  life  was  spentj 
on  a  farm  in  Union  County,  Arkansas.    The  period  was  just  after  th< 
Civil  War,  and  his  parents,  like  the  majority  of  their  neighbors,  were| 
very  poor.     As  soon  as  he  was  large  enough  to  work  in  the  field,  h( 
made  a  full  hand  on  his  father's  farm.    His  chances  for  education  werel 
meager,  and  at  the  age  of  sixteen  he  had  secured  only  such  educatior 
as  would  enable  him  merely  to  read  and  write. 

He  left  home  at  sixteen  to  shift  for  himself.     He  worked  on  a 
farm  in  Texas  at  $12.50  per  month  and  board  and  lodging.     He  also 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


359 


wrked  as  a  section  hand  on 
the  railroad,  and  managed 
to  go  to  the  free  schools  for 
a  short  period  during  the 
summer  and  winter  months. 
He  moved  to  Con  wa  y  , 
Arkansas,  in  1874  and  there 
learned  the  carpenter's  trade 
and  worked  for  several  years 
as  a  journeyman  carpenter 
until  he  had  saved  enough 
money  to  go  to  the  Univer- 
sity of  Arkansas  for  a  short 
time.  He  took  no  degree. 
His  chief  training  was  found 
in  the  school  of  experience. 
In  this  school  he  studied 
architecture  and  structural 
engineering  until  he  became 
proficient  in  both. 

From  the  carpenter's 
trade  he  drifted  into  general 
contracting.  As  a  contractor  he  has  built  many  buildings  in  Arkansas, 
Louisiana,  Texas  and  Oklahoma,  including  six  of  the  buildings  at  the 
University  of  Arkansas  and  the  courthouse  at  Fayetteville.  He  was 
successful  as  a  contractor  from  the  start,  and  after  a  few  years  had 
a  competency  and  sufficient  capital  to  operate  on  a  large  scale.  He 
now  owns  considerable  property  in  Arkansas  and  Oklahoma  and  is  a 
stockholder  and  officer  in  several  Arkansas  banks.  As  a  business  man 
he  stands  high. 

He  was  elected  Democratic  governor  of  Arkansas  in  September, 
1908,  which  position  he  now  holds.  He  was  married  in  1883  to  Miss 
Louvenia  Wallace.  He  is  a  member  of  the  Methodist  Church  and 
member  of  the  board  of  trustees  of  Hendrix  College,  to  which  institu- 
tion he  has  made  several  gifts. 


George  Washington  Donaghey. 


360 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


John  James  Doyne  was  born  at  Farmville,  Virginia,  October  28, 
1858.  He  received  his  early  training  in  the  public  school  of  his  native 
town,  after  which  he  graduated  from,  the  high  school  there.  He  then 
took  a  three-years'  course  in  the  University  of  Virginia,  devoting  time 
specially  to  the  study  of  the  Latin,  Greek,  French,  German  and  Spanish 
languages.     He  came  to  Arkansas  in  July,  1879,  and  began  teaching 

that  fall  in  the  Lonoke  pub- 
lic school.  He  taught  at 
Lonoke  until  1880,  when  he 
moved  to  Fort  Smith  and 
taught  there  two  years.  He 
then  returned  to  Lonoke  and 
taught  there  eight  years. 
He  was  county  examiner  of 
Lonoke  County  for  fourteei 
years,  and  examiner  of  th( 
Fort  Smith  district  of  Sebas- 
tian County  about  two  years.| 
He  was  elected  superinten- 
dent of  public  instruction  ii 
1898  and  served  four  years.| 
He  served  as  deputy  super- 
intendent under  J.  H.  Hine- 
mon  for  a  year  and  a  half^ 
He  was  re-elected  superin- 
tendent in  1906  and  served 
until  1908  when  he  resigned 

John  James  Doyne.  ■        ^  ,     ,i  -j  r 

to  accept  the  presidency  ot 
the  Arkansas  State  Normal.  He  is  a  member  of  the  N.  E.  A. 
and  belongs  to  the  executive  council ;  he  is  also  a  member  of  the 
S.  E.  A. ;  and  for  thirty  years  has  been  a  member  of  the  Arkansas 
State  Teachers'  Association.  He  is  at  present  a  member  of  the 
Arkansas  Historical  Association.  By  virtue  of  his  position  as  state 
superintendent  he  was  a  member  of  the  board  of  trustees  of  the 
University  of  Arkansas  from  1906  to  1908.  He  was  married  to  Miss 
Ida  M.  Beard  in  November,  1882.    Three  children  were  born  to  them. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


361 


One  son,   Russell,  who  is  a   student   in  the   medical   school   of  the 
University  of  Arkansas,  survives. 


James  Phillip  Eagle,  son  of  James  and  Charity  Eagle,  was  born 
in  Maury  County,  Tennessee,  August  10,  1837.  Both  of  his  parents 
were  natives  of  North  Carolina.  In  1839  they  moved  to  Pulaski 
County,  Arkansas,  and  five  years  later  made  their  home  at  Military 
Road.  In  1857  they  moved  to  Lonoke.  Governor  Eagle  began  his 
career  as  a  public  servant  in  1859,  when  he  was  appointed  deputy 
-^heriff  of  Lonoke  County  by 
Sheriff  King.  When  the  war 
between  the  states  came  on 
he  enlisted  as  a  private  in 
Mcintosh's  regiment.  H  e 
soon  rose  to  the  rank  of 
lieutenant  and  then  captain, 
after  which  he  was  made 
major,  and  in  1865  he 
had  risen  to  the  rank  of 
lieutenant-colonel.  I  n  h  i  s 
early  jouth  his  educational 
advantages  were  few,  but 
after  the  close  of  the  war  he 
resumed  his  education.  In 
1869  he  entered  school  at 
Lonoke.  During  the  time 
previous  to  1869  he  had  pur- 
sued his  studies  privately. 
During  the  year  1870-71  he 
attended  the  Mississippi  Col- 
lege, but  was  compelled  to 
iturn  home  because  of  poor  health.  From  childhood  he  had  been 
farmer,  but  a  part  of  his  time  was  spent  in  preaching.  He  was 
)resident  of  the  Baptist  State  Convention  for  eight  years.  In  1873 
he  was  elected  to  the  state  legislature  and  served  in  the  extra  session 
of  1874.    He  was  a  member  of  the  constitutional  convention  of  1874. 


James  Phillip  Eagle. 


362 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


In  1876  he  was  again  elected  to  the  legislature,  and  again  in  1884, 
when  he  was  made  speaker  of  the  house.  He  was  elected  governor 
in  1888,  and  served  two  terms.  One  of  the  chief  acts  of  the  legislature 
during  his  administration  was  the  increasing  of  the  number  of  judges 
on  the  supreme  bench  to  five.  He  was  married  at  Richmond,  Ken- 
tucky, to  Miss  Mary  Kavanaugh  Oldham  on  January  3,  1882.  He 
died  December  19,  1904. 


William  Meade  Fishback  was  born  at  Jefiferson,  in  Culpepper 
County,  Virginia,  November  5,  1831.  He  was  educated  at  the  Uni- 
versity of  Virginia.  After  leaving  college  he  taught  school  and  read 
law.  In  1857  he  left  Richmond,  Virginia,  and  came  west.  During 
the  year  1858  he  remained  in  Illinois  prospecting  for  a  location  to 
practice  law.     Here  he  met  Abraham  Lincoln,  who  became  his  first,? 

client.  In  the  latter  part  o*| 
1858  he  came  to  Fort  Smith, 
but  remained  here  only  one 
month ;  he  then  went  to 
Greenwood  and  began  the 
practice  of  law.  Judge  S.  F. 
Clark  ofifered  him  a  partner- 
ship and  they  enjoyed  a 
large  practice  until  the  out- 
break of  war.  In  1861  he 
was  elected  as  a  Union  man  , 
to  the  secession  convention^ 
When  the  Civil  War  broW 
out  he  went  north,  b  u 
returned  in  1864  an< 
engaged  in  editing  a  papei 
at  Little  Rock.  The  papei 
was  known  as  the  "UnconI 
ditional  Union."  He  was 
elected  to  the  United  Stated 
senate    in     1864,    but    was 

William  Meade  Fishback.  fcfused      a      SCat.         In       1865 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


363 


President  Johnson  appointed  him  treasury  agent  at  Little  Rock.  He 
was  an  efficient  and  honest  official.  In  1872  he  probably  was  elected 
to  the  legislature  from  Sabastian  County,  but  was  deprived  of  his 
seat.  In  1874  he  was  elected  to  the  constitutional  convention  which 
gave  to  Arkansas  her  present  constitution.  He  was  elected  to  the 
legislature  in  1876,  and  again  in  1878  and  1884.  He  ran  for  Congress 
in  1885,  but  was  defeated  and  again  suffered  a  like  fate  in  his  race  for 
the  governorship  three  years  later.  However,  he  was  elected  governor 
in  1892  and  served  one  term.  He  is  the  author  of  the  amendment 
to  the  constitution  which  repudiated  a  considerable  amount  of  the 
State's  debt,  and  stumped  the  State  in  its  behalf. 


Augustus  Hill  Garland  was  born  in  Tipton  County,  Tennessee, 
June  11,  1832.  His  parents  came  to  Hempstead  County,  Arkansas, 
in  1833.  His  father  died 
soon  after  they  came  to 
Arkansas.  His  mother  was 
his  first  teacher  and  it  was 
from  her  that  he  received  his 
early  education.  He  then 
went  to  St.  Mary's  College 
and  later  to  St.  Joseph's 
College,  Kentucky.  After 
completing  his  college  edu- 
cation he  studied  law  and 
was  admitted  to  the  bar  in 
1853.  He  practiced  law  at 
Washington,  Arkansas,  until 
1856,  when  he  moved  to 
Little  Rock  and  formed  a 
partnership  with  Ebenezer 
Cummings.  This  partnership 
continued  until  the  death  of 
Mr.  Cummings  in  1857.  He 
was  a  delegate  to  the  state 

convention  in   1861    and  took  Augustus  HUl  Garland. 


364  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

a  leading  part  among  the  conservatives  in  opposing  and  preventing 
radical  action  at  the  first  session.  But  when  war  became  inevitable, 
he  reluctantly  yielded  and  voted  for  secession.  After  Arkansas 
had  seceded  he  was  made  a  member  of  the  provisional  Congress  of  the 
Southern  Confederacy  in  1861.  He  subsequently  served  as  representa- 
tive and  senator  in  the  Confederate  Congress  and  was  a  member  of 
the  senate  when  the  war  closed.  In  1865  President  Johnson  pardoned 
him  and  he  resumed  the  practice  of  law  in  Little  Rock. 

Before  the  war  Mr.  Garland  had  been  admitted  to  practice  before 
the  Supreme  Court  of  the  United  States.  By  act  of  January  24,  1865, 
Congress  prohibited  attorneys  from  practicing  in  the  federal  courts 
without  having  subscribed  to  the  so-called  iron-clad  oath  and  made 
this  applicable  to  those  who  had  already  been  admitted.  Mr.  Garland, 
who  could  not  take  the  oath  without  perjuring  himself,  now  attacked 
the  act  as  unconstitutional  on  the  ground  that  it  was  an  ex  post  facto 
law  in  so  far  as  it  related  to  those  who  had  already  been  admitted  to 
practice ;  and  if  constitutional,  he  was  released  from  its  penalties 
by  the  pardon  of  President  Johnson.  Mr.  Garland  filed  briefs  in 
his  own  behalf  with  the  supreme  court,  but  was  also  assisted  by  some 
of  the  ablest  counsel  in  the  country.  He  was  opposed  by  men  of 
equal  talent,  but  the  result  was  a  decision  in  his  favor. 

In  1867  he  was  elected  to  the  United  States  Congress,  but  was 
refused  a  seat.  He  then  returned  to  Arkansas  and  resumed  the 
practice  of  law.  In  1874,  when  Mr.  Brooks  expelled  Governor  Baxter 
and  seized  the  state  house,  Mr.  Garland  espoused  the  governor's  cause 
and  was  appointed  deputy  secretary  of  state.  The  same  year  he  was 
elected  governor  of  Arkansas  and  served  one  term.  When  his  term 
as  governor  expired  he  was  elected  to  the  United  States  senate  in 
1877.  At  the  expiration  of  his  first  term  he  was  reelected  in  1883.  He 
enjoyed  the  distinction  of  being  one  of  the  great  constitutional  lawyers 
in  the  senate.  In  1885  President  Cleveland  appointed  him  attorney- 
general  of  the  United  States.  He  is  the  first  man  from  Arkansas  who 
served  in  a  President's  cabinet.  He  retired  from  public  life  in  1889 
and  located  in  Washington  City,  where  he  practiced  law  until  his 
death  in  1899.  He  was  married  to  Miss  Virginia  Sanders.  Of  this 
union  three  sons  and  one  daughter  were  born. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


365 


Simon  P.  Hughes  was  born  in  Smith  County,  Tennessee,  April  14, 
1830.  His  parents  came  to  Arkansas  when  he  was  fourteen  years  old. 
Two  years  after  they  came  to  Arkansas  he  returned  to  Tennessee 
to  attend  school.  He  attended  Sylvan  Academy  during  the  year 
1846-47  and  in  1848-49  he  was  a  student  at  Clinton  College.  He 
returned  to  Arkansas  in  1849  and  was  thrown  upon  his  own  resources. 
He  engaged  in  farming  in 
1849  and  continued  in  this 
business  until  1854,  when 
he  took  up  the  study  of 
law.  He  was  elected 
-heriff  of  Monroe  County 
in  1854  and  served  until 
18  5  6.  In  1857  he  was 
admitted  to  the  bar  and 
began  the  practice  of  law 
at  Clarendon.  When  the 
war  between  the  states 
came  on,  he  enlisted  in  the 
infantry  regiment 
of  Colonel  Charles  \V. 
Adams.  He  was  made  cap- 
tain of  his  company  and 
later  lieutenant-colonel  of 
the  regiment.  He  then 
entered  the  cavalry  as  a 
private  and  served  in  Mor- 
gan's Texas  battalion  until 
the  close  of  the  war.  He  was  elected  to  the  house  of  representatives  in 
1866-67,  and  served  during  the  session  of  1866-67.  He  was  made 
attorney-general  of  Arkansas  in  1874  and  moved  to  Little  Rock.  In 
the  same  year  he  was  elected  to  the  constitutional  convention  which 
gave  Arkansas  her  present  constitution.  He  resumed  the  practice  of 
law  in  1876  and  continued  this  until  1884,  when  he  was  elected 
governor  of  the  State.     He  was  reelected  in  1886.     In  1889  he  was 


Simon  P.  Hughe*. 


366  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

made  an  associate  justice  of  the  supreme  court  of  Arkansas.  He  was 
married  to  Miss  Anna  E.  Blakemore  in  1857.  Of  this  union  four  sons 
and  two  daughters  were  born. 


Daniel  W.  Jones  was  born  in  Bowne  County,  Texas,  December  15. 
1839.  When  he  was  a  small  child  his  parents  moved  to  Arkansas,  and 
he  received  his  early  education  in  the  public  schools  of  his  adopted 
state.  He  later  attended  the  academy  of  B.  J.  Borden.  He  began  the 
study  of  law  in  1861  under  the  direction  of  Honorable  John  R.  Eakin. 
He  continued  his  study  for  only  one  year,  when  he  enlisted  in 
Gratiot's  regiment.  He  later  enlisted  in  the  20th  Arkansas  infantry 
and  became  colonel.  He  was  wounded  in  the  battle  of  Corinth  and 
was  made  a  prisoner  after  the  fall  of  Vicksburg.  After  the  war 
closed  he  began  the  practice  of  law  at  Washington,  Arkansas.  Ii 
1874  he  was  elected  prosecuting  attorney  for  the  9th  circuit,  whict 
position  he  held  until  1876.  He  resumed  the  practice  of  law  an( 
continued  therein  until  1884,  when  he  was  elected  attorney-generj 
of  Arkansas.  He  was  reelected  in  1886.  He  was  elected  governor  of 
Arkansas  in  1896  and  served  four  years,  being  reelected  in  1898. 
He  was  married  to  Miss  Maggie  R.  Hadley  on  February  9,  1864.  Of 
this  union  three  sons  and  two  daughters  were  born.  He  is  now  prac- 
ticins:  law  in  Little  Rock. 


John  Sebastian  Little  was  born  at  Jenny  Lind,  Sebastian  County, 
Arkansas,  March  15,  1851.  He  received  his  early  education  in  the 
common  schools  and  at  Cane  Hill  College.  He  grew  to  manhood  on 
the  farm  and  remained  there  until  1872,  when  he  engaged  in  teaching. 
He  followed  this  profession  three  terms.  At  the  time  he  commenced 
teaching  he  began  also  the  study  of  law,  his  preceptor  being  Judge 
C.  B.  Neal.  In  1873  he  was  admitted  to  the  bar  at  Greenwood  and 
soon  afterward  located  at  Paris,  Logan  County,  Arkansas,  where  he 
engaged  in  the  general  practice  of  law  until  May,  1877,  when  he  was 
elected  prosecuting  attorney  for  the  twelfth  judicial  circuit.     He  was 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  367 

reelected  in  1878,  1880  and  1882,  sennng  in  all  eight  years.  In  1884 
he  was  elected  to  the  state  legislature  and  served  on  the  committee  on 
judiciar}-,  and  was  chairman  of  the  committee  on  county  and  probate 
affairs. 

In  1886  he  was  elected  circuit  judge  for  a  term  of  four  years;  in 
1893  w^as  chosen  as  chairman  of  the  state  judicial  convention ;  in 
September,  1894,  was  elected  without  opposition  to  fill  the  unexpired 
term  of  C.  R.  Breckenridge  in  53d  Congress ;  was  elected  to  the 
54th,  55th,  56th,  57th,  58th  Congresses  and  was  reelected  to  the  59th 
Congress,  but  resigned  December  13th,  1906,  to  take  effect  January 
14,  1907,  to  accept  the  office  of  governor  of  Arkansas,  to  which 
position  he  had  been  elected  in  September,  1906,  by  one  of  the  largest 
majorities  that  was  ever  recorded  in  the  history  of  the  Democratic 
party  in  the  State.  He  was  inaugurated  as  governor  in  January,  1906, 
but  only  acted  as  governor  the  following  Saturday  and  Sunday.  He 
was  stricken  down  by  the  hand  of  affliction  on  ■Monday  and  never 
again  became  able  to  resume  the  duties  of  his  office  during  his  whole 
term.    He  was  married  to  Miss  Elizabeth  Irwin  in  January.  1877. 


William  Reed  Miller,  twenty-first  governor  of  the  State  of  Arkan- 
sas, was  born  in  Independence  County,  Arkansas.  November  27,  1823. 
His  father,  John  Miller,  was  one  of  the  pioneers  in  the  territory  of 
Arkansas  and  contributed  largely  by  the  force  of  his  intellect  and  per- 
sonality to  the  founding  of  the  State.  His  mother  was  noted  as  a 
woman  of  intelligence  and  loftiness  of  character.  Though  reared  in 
such  luxury  as  the  then  frontier  afforded,  yet  his  character  was 
tempered  by  the  privations  of  pioneer  life.  His  school  training  was 
necessarily  limited,  yet  by  industry  he  acquired  a  practical  education. 

He  lived  in  the  public  view  from  early  manhood  and  exerted  an 
terms  and  the  larger  part  of  a  third  term,  until  in  1854  he  was 
elected  clerk  of  Independence  County  in  1848.  serving  through  two 
terms  and  the  larger  part  of  a  third  term,  until  in  1854  he  was 
appointed  by  the  governor  to  fill  the  vacancy  caused  b)^  the  death  of 
the  state  auditor.  During  the  years  1855  and  1856  he  filled  the  office 
of  accountant  of  the   Real   Estate    Bank.     In    1856  he  was   elected 


368  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

auditor  of  state  and  was  reelected  in  1858,  1860,  1862  and  1864,  but 
did  not  fill  the  fifth  term,  being  declared  ineligible  on  account  of  his 
part  in  the  establishment  of  the  government  of  the  Confederate  States. 
The  law  was  his  profession,  but  his  career  as  a  lawyer  was  frequently 
interrupted  by  his  election  to  various  offices  of  public  trust.  The 
recovery  of  control  of  the  State  by  the  Democrats  in  1874  replaced  him 
in  the  position  of  auditor,  where  he  served  for  one  term  until  January, 
1877,  when  he  was  inaugurated  governor  of  Arkansas.  He  enjoys  the 
distinction  of  being  the  first  native  governor  of  his  State.  His 
administration  was  marked  chiefly  by  the  rapid  recovery  of  the  people 
from  the  disturbances  and  discouragements  caused  by  the  war  between 
the  states,  and  by  the  steady  progress  in  the  development  of  the 
material  resources  of  the  State.  It  was  disturbed  by  a  few  attempts 
at  lawlessness.  At  this  time  the  movement  for  the  settlement  of  the 
state  debt  by  a  plan  subsequently  adopted  in  an  amendment  to  the 
constitution  came  into  prominence.  Against  this  movement  he  threw 
the  weight  of  his  influence,  taking  the  high  ground  that  the  State 
bound  by  her  obligations  which  have  passed  into  innocent  hand: 
although  she  may  not  have  received  full  value  for  them,  and  that  an 
plan  for  the  adjustment  of  her  debts  should  include  all  of  her  oblig; 
tions. 

He  was  married  January  31,  1849,  to  Miss  Susan  E.  Bevens 
daughter  of  Judge  William  C.  Bevens  of  Batesville,  Arkansas.  0 
this  union  five  daughters  and  two  sons  were  born.  He  died  Novembe 
27,  1887,  while  again  occupying  the  position  of  auditor  of  state,  t 
which  he  had  been  elected  in  his  declining  years,  as  a  mark  of  esteen 
and  confidence  of  his  people. 


Thomas  Smith  was  born  in  Cincinnati,  Ohio,  his  father  being  o 
Scotch  and  his  mother  of  English  descent.  He  spent  the  earl}-  par 
of  his  life  in  his  native  city  and  at  Paducah,  Kentucky.  Later  h( 
settled  at  Little  Rock,  Arkansas,  as  a  surgeon  in  the  Union  arm] 
in  1864.  He  was  elected  state  superintendent  of  public  instructior 
in  1868,  and  served  until  1873.  When  he  attempted  to  organize  the 
public  school  system  under  the  new  law  grave  difBculties  confronted 
him.     The  people  were  prejudiced  against  the  government  and  there 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  369 

was  no  money,  the  State  being  on  a  scrip  basis.  He  secured  the  first 
systematic  enumeration  of  the  children  of  the  State.  Mr.  Smith  was 
ex-officio  chairman  of  the  board  of  trustees  of  the  University  of 
Arkansas  from  the  organization  of  the  board  in  1871  until  he  went 
out  of  office  in  1873.     He  was  married  three  times. 


II.     TRUSTEES    BY    APPOINTMENT. 

John  Emory  Bennett,  son  of  James  and  Abbie  Bennett,  was  born 
at  Bethany,  Genesee  County,  New  York,  March  18,  1833.  He  was 
reared  on  a  farm  and  attended  the  district  school  until  he  was  sixteen 
years  of  age,  at  which  time  he  entered  Lima  College,  where  he 
remained  for  three  years.  After  two  more  years  spent  on  the  farm 
he  accepted  a  clerkship  at  Cleveland,  Ohio,  where  he  remained  a  year 
and  a  half.  He  then  moved  to  Morrison,  Illinois.  Mr.  Bennett  was 
the  first  postmaster  of  ■Morrison,  and,  as  one  of  the  early  settlers, 
was  largely  instrumental  in  having  the  county  seat  moved  from 
Sterling  to  that  place.  He  continued  his  residence  at  Morrison  until 
the  breaking  out  of  the  Civil  War.  In  the  meantime  he  had  spent 
several  years  in  the  study  of  law  in  the  office  of  Charles  Johnson,  a 
local  attorney. 

In  the  year  1862  he  organized  a  company  of  volunteers  which  was 
mustered  in  as  company  C  of  the  7.5th  regiment,  Illinois  infantry 
volunteers.  In  the  organization  of  the  regiment  April  23,  1863,  Mr. 
Bennett  was  elected  colonel.  He  made  an  efficient  officer  and  led 
his  regiment  with  credit  through  twenty-two  regular  engagements. 
April  6,  1865,  Colonel  Bennett  was  breveted  brigadier-general  and 
given  command  of  the  third  brigade  first  division  under  General 
Sherman.  He  w^as  mustered  out  June  12,  1865,  and  reentered  the 
service  as  second  lieutenant  of  the  19th  infantry  on  the  23d  of  Feb- 
ruary, 1866.  He  was  transferred  to  the  28th  infantry  on  September 
21,  1866,  and  on  March  2,  1867,  was  made  brevet  captain  for  gallant 
and  meritorious  service  in  the  battle  of  Lookout  Mountain,  major 
for  gallant  and  meritorious  service  in  the  battle  at  Franklin,  Tennessee, 
lieutenant-colonel  for  gallant  and  meritorious  service  in  the  battle  at 
Nashville,  Tennessee.  Colonel  Bennett  resigned  from  the  army 
August  8,  1868,  and  entered  the  practice  of  law  at  Little  Rock.    Here 


370 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


he  received  a  federal  appointment  as  judge  of  the  circuit  court  with 
headquarters  at  Helena,  Arkansas.  Judge  Bennett  served  one  term, 
w^hen  in  1871  he  was  appointed  to  membership  on  the  supreme  court 
of  the  State.  He  remained  on  the  bench  until  the  revolution  of  1874 
transferred  the  state  government  to  the  Democrats.  Judge  Bennett 
became  interested  in  business  at  Helena  and  built  three  cotton-seed 
oil  mills  in  the  State.  He  moved  from  Arkansas  to  South  Dakota 
about  1880  and  located  at  Clark,  in  that  state,  where  he  engaged  in 
farming.  He  was  a  delegate  to  the  National  Republican  Convention 
in  Chicago  in  1884  and  was  there  chosen  as  National  Republican 
Committeeman  for  South  Dakota.  He  was  president  of  the  Huron 
convention  which  drafted  a  constitution.  In  1885  he  was  elected 
judge  of  the  supreme  court  of  South  Dakota  in  the  provisional  state- 
hood movement,  and,  when  the  State  was  finally  admitted  in  1889, 
was   reelected   to  that  position,  serving  with   great   credit   until   the 

time  of  his  death  on  the  31st 
of  December,  1893.  In 
November,  previous  to  his 
death,  he  had  been  reelected 
for  another  term.  April  11, 
1854,  Mr.  Bennett  married 
Marium  L.  Kendall.  One  son 
was  born  of  this  union. 


John  T.  Bearden. 


John  T.  Bearden  was  born 
in  Knoxville,  Tennessee, 
August  18,  1826.  He  received 
his  education  at  a  college  in 
Knoxville  and  then  studied 
law  under  Judge  Horace  May- 
nard,  who  was  afterward 
minister  to  Turkey.  He  was 
admitted  to  the  bar  before  he 
was  twenty-one  years  old.  In 
1847  he  came  to  Arkansas  and 
settled  in  Camden  where  he 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


371 


resumed  the  practice  of  law.  He  was  judge  of  the  ninth  circuit  from 
September,  1866,  to  July,  1868,  when  he  was  removed.  He  was  a 
member  of  the  house  of  representatives  in  1852  and  1879.  In  the 
session  of  1879  he  served  as  speaker. 

On  the  outbreak  of  the  Civil  War  he  enlisted  in  the  Confederate 
army  and  served  as  adjutant-general  in  General  A.  T.  Hawthorne's 
brigade  of  Churchill's  division.  By  appointment  in  1874  he  served 
for  one  year  as  associate  justice  of  the  supreme  court.  He  belonged 
to  the  orders  of  Masons  and  Odd  F'ellows.  He  was  a  trustee  of  the 
university  from  1883  to  1886,  when  he  resigned.  In  1860  he  married 
]ylrs.  Frances  Stith.  To  this  union  were  born  three  daughters,  one  of 
whom  died  in  childhood  and  the  other  two  are  now  living  in  Los 
Angeles,  to  which  place  he  had  moved  in  1886. 


Benjamin  Clayton  Black  was  born  in  Rutherford  County,  Ten- 
nessee, November  2,  1842. 
When  a  small  boy  he  emi- 
grated with  his  parents  from 
Rutherford  Count}-  to  Hay- 
wood County,  west  Tennes- 
see. At  the  age  of  fifteen 
years  he  moved  to  White 
County,  Arkansas,  with  his 
father,  his  mother  having 
died  when  he  was  nine  years 
of  age.  His  education  was 
received  in  the  common 
schools  of  the  country, 
except  for  one  term  spent  in 
a  boarding  school.  He  was 
a  clerk  in  a  wholesale  gro- 
cery store  in  Searcy  at  the 
breaking  out  of  the  Civil 
War.  At  the  age  of  eighteen 
he  enlisted  in  Captain  John 
McCauley's    company    of 

infantry,  C.  S.   A.,  which  was  Benjamin  Clayton  Black. 


ft 


372  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

known  as  company  A  and  was  attached  to  the  7th  Arkansas 
regiment  of  infantry,  under  command  of  Colonel  Bob  Shaver.  While 
at  Bowling  Green,  Kentucky,  he  had  a  long  spell  of  sickness,  in 
consequence  of  which  he  was  discharged  from  the  army.  After 
returning  to  his  relatives  and  friends  at  Searcy  and  remaining  for  a  few 
months  he  reenlisted  by  joining  Captain  Will  Hicks'  company  of 
cavalry  and  was  on  detached  service  for  several  months.  Afterwards 
the  company  was  attached  to  the  32d  Arkansas  regiment,  said  to  be 
the  last  volunteer  regiment  raised  in  the  State.  He  was  in  all  the 
engagements  of  that  command  until  after  the  federals  captured  Little 
Rock.  After  this  he  was  commissioned  to  raise  a  company,  of  which 
he  was  elected  captain.  He  was  on  detached  service  with  this  company 
until  the  brigade  was  organized,  after  which  his  company  was  joined 
to  the  48th  Arkansas  cavalry  regiment  and  united  to  McRae's  brigade. 
He  was  on  General  Sterling  Price's  raid  into  Missouri.  After  the  raid 
he  was  ordered,  with  his  company,  to  surrender,  which  he  did  at 
Searcy,  Arkansas,  in  March,  1865. 

In  the  winter  of  1866  he  engaged  in  the  mercantile  business  at 
Searcy  and  continued  in  business  until  1878.  He  was  then  elected 
sheriff  of  White  County  and  held  the  office  for  eight  years.  He  was 
appointed  postmaster  at  Searcy  by  President  Cleveland  during  his 
first  term.  After  serving  a  four-year  term  in  that  capacity  he  reentered 
the  mercantile  business  and  remained  in  it  until  his  death,  which 
occurred  November  27,  1906.  He  served  as  mayor  of  his  home  town 
several  terms  and  was  chairman  of  the  Democratic  central  committee 
of  his  county  and  congressional  district.  He  was  appointed  as  a 
member  of  board  of  trustees  of  the  University  of  Arkansas  in  1891 
by  Governor  Eagle  and  served  a  full  term  of  six  years.  He  was 
married  to  Miss  Molly  Jones,  March  1,  1866.  Eleven  children  were 
born  of  this  union. 


James  William  Brown,  son  of  William  and  Mary  (Leake)  Brown, 
was  born  May  12,  1835,  in  Lawrence  District,  South  Carolina.  He 
received  his  early  education  in  his  native  state.  He  then  entered  the 
medical  college  at  Augusta,   Georgia,  from  which   he  graduated  in 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


373 


fl858.     He  came  to  Ouachita 

County,     Arkansas,     in     the 

same  year  and  identified  him- 
self   with    the    interests    of 

that  county.     When  the  war 

broke  out  Dr.  Brown  enhsted 

in    the    Confederate    army. 

After    the    war    he    entered 

business  and  became  one  of 

|the  most  prominent  business 

len    of    the    section    of    the 

state  in  which  he  lived,  and 
rheld  many  responsible  posi- 
|tions.   He  was  vice-  president 

)f  the  Ouachita  Valley  Bank 

ind  president  of  the  South 
^Arkansas   Lumber  Company. 

He  was  a  member  of  the  pub- 
lic school  board  of  Camden, 

Arkansas,  a   member   of  the 

board  of  trustees  of  Hendrix 

and  Henderson  Colleges,  and  ^^"'^^  '^^""^"'  ^'■°^"- 

of  the  University  of  Arkansas.    He  was  married  to  Miss  Annie  Estelle 

Hatley  in  1866.     Five  children,  four  of  whom  survive,  were  born  of 

this  union.     Dr.  Brown  died  September  21,  1904. 


George  Thomas  Breckenridge  was  born  in  Green  County,  Arkansas, 
April  1,  1870,  son  of  James  H.  and  Mary  A.  Breckenridge,  who  were 
of  Scotch-English  descent.  Their  ancestors  left  Scotland  during  the 
reign  of  Charles  H.  on  account  of  the  religious  persecutions  of  that 
period  and  settled  in  Virginia.  George  T.  Breckenridge's  father  and 
mother  were  pioneer  settlers  in  Green  County,  Arkansas,  and  his 
mother  is  still  living  there.  Mr.  Breckenridge  attended  the  common 
schools  of  Green  County,  after  which  he  attended  the  Thompson 
Classical  Institute  of  Paragould  for  six  years.  He  was  awarded  a 
medal  on  oratory  and  one  for  general  excellence.    This  constituted  the 


374 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


whole  of  his  scholastic  train- 
ing. He  was  elected  circuit 
clerk  of  Green  County  in 
1898,  which  position  he  held 
for  two  terms.  He  then 
entered  the  land  and  abstract 
business,  in  which  he 
remained  until  the  year  1907, 
when  he  organized  the 
Breckenridge  Merc  a  n  t  i  1  e 
Company  of  Paragould.  He 
entered  the  mill  and  ginning 
business  in  1909,  in  which  he 
is  engaged  at  the  present. 
Mr.  Breckenridge  is  at  pres- 
ent supervisor  of  the  census 
for  the  first  district  of 
Arkansas,  and  a  member  of 
the  board  of  trustees  of  the 
University  of  Arkansas.  He, 
was  married  January  9,  1901, 
to  Miss  Mary  C.  Loretz.   Of  j 

this   union   four   daughters   were   born,    Ina   Euther,   Mary   Caroline,! 

Martha  Alice  and  Harriet  Elizabeth. 


George  Thomas  Breckenridge. 


Henry  Gaston  Bunn,  son  of  David  and  Elizabeth  Bunn,  was  born 
near  Rocky  Mount,  Nash  County,  North  Carolina,  June  12,  1838.  In 
1844  the  family  moved  to  Fayette  County,  Tennessee,  and  two  years 
later  came  to  Arkansas,  settling  in  Calhoun  County.  There  Henry 
Bunn  attended  the  county  schools  until  sent  to  Davidson  College, 
North  Carolina,  to  complete  his  education.  He  was  a  member  of  the, 
Eumenean  Society  and  was  ever  an  advocate  of  Greek  letter  fra- 
ternities. In  1861  he  returned  to  his  Arkansas  home  and  aided  in 
raising  a  company  which  with  others  united  in  forming  the  4th 
Arkansas  regiment  under  command  of  Colonel  E.  McNair.  He  was 
first  elected  a  lieutenant  in  this  company  and  then  appointed  adjutant. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


375 


le  served  throughout  the 
-war.  coming  out  with  the 
rank  of  colonel.  After  the 
war  he  studied  law  and  was 
admitted  to  the  bar  in  1866. 
From  1873  to  1874  he 
served  as  state  senator  and 
was  a  delegate  to  the  consti- 
tutional convention  in  1874. 
in  which  he  was  chairman  of 
the  committee  on  bill  of 
rights  and  a  member  of  the 
judiciar}'  committee.  He  also 
acted  as  special  judge  on  the 
supreme  and  circuit  bench, 
and  for  a  number  of  years  was 
president  of  the  State  Bar 
Association.  In  May,  1893,  he 
was  appointed  by  Governor 
Fishback  to  fill  the  vacancy 
caused  by  the  death  of  Chief 
Justice  Cockrill,  and  in  1896 
was  nominated  by  the  Democratic  state  convention  and  elected  in  Sep- 
tember of  that  year  to  the  full  term  of  eight  years.  He  was  appointed 
as  a  trustee  for  the  University  of  Arkansas  in  1893  and  served  in  this 
capacity  for  eight  years.  In  1904  he  took  up  the  private  practice  of 
law,  in  partnership  with  Mr.  W.  E.  Patterson,  at  El  Dorado,  Union 
County,  which  he  continued  until  his  death,  July  17,  1908.  He  was 
a  member  of  the  Presbyterian  Church.  He  was  twice  married,  first,, 
•in  December,  1865,  to  Miss  Louisa  F.  Holmes,  who  died  ten  months- 
later  ;  in  1869  he  was  married  to  Miss  Aralee  Connolly.  Nine  children, 
five  of  whom  survive,  were  born  of  this  union. 


Henry  Gaston  Bunn. 


370 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


John  Middleton  Clayton  was  born  October  13,  1840,  in  Delaware 
County,  Pennsylvania,  one  of  a  family  of  ten  children,  only  two  of 
whom  are  now  living,  William  H.  H.  Clayton,  his  twin  brother,  of 
McAlester,  Oklahoma,  and  Powell  Clayton  of  Eureka  Springs. 
Arkansas.  When  the  Civil  War  broke  out  he  enlisted  in  the  Union 
army    and    was    first    sergeant    in    company    H,    124th    Pennsylvania 

volunteers,  and  took  part  in 
the  battles  of  South  Moun- 
tain, Antietam  and  Chancel- 
lorsville. 

In  1866  he  removed  to 
Arkansas  with  his  family  and 
resided  on  a  cotton  plantation 
on  the  Arkansas  River  in  Jef- 
ferson County,  about  fifteen 
miles  below  Pine  Bluff.  While 
residing  here  he  served  a 
term  in  the  Arkansas  legisla- 
ture in  1871,  as  a  member  of^ 
the  house  of  representatives 
and  in  1873  he  was  elected 
member  of  the  senate,  part  ojj 
the  time  being  president  oj| 
that  body.  In  1876  he  was 
elected  sheriff  of  Jeffersorf* 
County  and  moved  to  Pine 
Bluff,  where  he  continued  to 
reside  until  his  death.  He 
continued  to  hold  the  office 
of  sheriff  until  1886.  In  the  summer  of  1888  he  entered  the  practice  of 
law  in  Pine  Bluff*  as  the  junior  partner  in  the  firm  of  Hemingway, 
Austin  &  Clayton,  his  partners  being  Judge  W.  E.  Hemingway  and 
Mr.  M.  A.  Austin  of  Pine  Bluff". 

In  the  federal  election  in  the  fall  of  1888  he  made  the  race  on  the 
Republican  ticket  against  C.  R.  Breckenridge  for  Congress  in  the 
second  Congressional  district.    The  returns  showed  Mr.  Breckenridge 


John  Middleton  Clayton. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


377 


to  be  elected  by  848  majority  out  of  a  total  vote  of  34,868,  and  he 
then  instituted  a  contest  for  the  office.  On  January  29,  1889,  while 
taking  evidence  in  this  contest,  he  was  murdered  in  Plummerville  by 
some  one  whose  name  has  never  been  divulged.  He  was  buried  in 
the  cemetery  in  Pine  Bluff  b}'  the  side  of  his  wife,  who  had  died 
about  the  year  1884. 

When  the  University  of  Arkansas  was  established  he  was  appointed 
a  member  of  the  first  board  of  trustees  and  served  from  1871  to  1874. 
He  was  married  to  ^liss  Sarah  Ann  Zebley.  of  Xew  Castle  County, 
Delaware,  on  November  2,  1865.  Eight  children,  six  of  whom  survive, 
were  born.  The  names  of  the  surviving  children  are  Emma,  now  ]\Irs. 
W.  D.  Jones,  of  Pine  Bluff;  ^largaret  Ann.  now  Mrs.  H.  S.  Dukes,  of 
Hemet,  California;  William  H.,  Powell  and  John  Middleton. 


Charles  Coffin  was  born  at  Rogersville.  Hawkins  County.  Ten- 
nessee. April  23,  1842,  son  of 
Charles  Hector  and  Eliza 
Coffin.  His  parents  moved 
to  Knoxville,  Tenn.,  in  1847, 
where  Charles  spent  his  boy- 
hood. His  paternal  grand- 
father. Rev.  Charles  Coffin, 
D.  D.,  moved  from  Xew- 
buryport,  Massachusetts,  to 
Greenville,  Tennessee,  i  n 
1804  and  served  as  president 
of  Greenville  College  from 
1806  to  1827  and  of  the  East 
Tennessee  College  at  Knox- 
ville from  1827  until  1832. 
After  attending  the  private 
schools  of  Knoxville,  Charles 
matriculated  as  a  freshman 
at  East  Tennessee  Univer- 
sity, now  University  of  Ten- 
nessee,  at   Knoxville.      From  Charles  Coffin. 


378  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

there  he  went  to  Princeton  College  and  entered  the  junior  class.  He 
was  elected  junior  orator  to  represent  "Whig  Hall"  in  an  oratorical 
contest  at  commencement,  but  the  Civil  War  coming  on,  he  left 
Princeton  before  the  end  of  the  year.- 

August  10,  1861,  he  enlisted  in  the  Confederate  army,  joining  a 
cavalry  company  commanded  by  Captain  Ben  M.  Branner.  Later, 
while  serving  under  Colonel  Henry  M.  Ashby,  he  was  appointed 
sergeant-major  of  the  regiment  and  served  in  that  capacity  until  the 
end  of  the  war,  frequently  acting  as  adjutant. 

After  the  surrender  he   was  indicted  for  treason  in   the   United 
States  court  at  Knoxville,  but  was  pardoned  by  President  Andrew 
Johnson  upon  payment  of  the  costs,  $40.40.     He  remained  in  east 
Tennessee  and  prosecuted  the  study  of  law  until  December,  when  he 
had  some   trouble   with   his    eyes,   upon   which    he    discontinued   his| 
studies  and  went  to  Memphis,  Tennessee,  where  he  engaged  in  mer- 
chandising until  1869.    Then,  with  his  brothers,  James  P.  and  Hectoi 
Coffin,  he  located  at  Clover  Bend,  Lawrence  County,  Arkansas,  an( 
for  two  years  conducted  a  mercantile  business   on  the  credit  basisj 
with    unsuccessful    results.     He    then    taught    school    in    PocahontasJ 
Randolph  County,  in  1873,  and  in  August  of  that  year  began  editing 
a  newspaper  at  that  place.    He  also  continued  his  law  studies.    During 
that  period  the  "Brooks-Baxter  War"  transpired  in  Arkansas.     H( 
was  elected  to  the  legislature  to  fill  a  vacancy  in  November,  1873,  an( 
served  in  the  extraordinary  session  of  that  body  during  the  said  war. 

At  the  September  (1874)  term  of  the  circuit  court  for  Randolph^ 
County,  he  was  licensed  to  practice  law.     Some  years  later  he  was 
granted  a  license  to  practice  in  the  supreme  court,  and  still  later  ii 
the  federal  courts.     From  January  8  to  November  18,  1876,  he  was 
the  principal  editorial  writer  on  the  "Arkansas  Gazette"  at  Little  Rock.| 
Returning  to  Lawrence  County,  he  located  at  Walnut  Ridge,  where 
he  had  begun  the  practice  of  law.    In  1878  he  was  elected  prosecuting| 
attorney  for  the  3d  judicial  district,  and  was  reelected  in  1880,  serving 
two  terms.    In  1888  he  was  again  elected  to  the  house  of  representa- 
tives in  the  state  legislature  and  served  through  the  term. 

In  1883  he  was  appointed  by  Governor  James  H.  Berry  as  a 
member  of  the  board  of  trustees  for  the  state  university.     He  was 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


379 


reappointed  to  that  board  in  1885  by  Governor  S.  P.  Hughes,  and 
served  until  the  legislature  of  1887  reorganized  the  university  by  a 
liberal  appropriation  establishing  the  agricultural  and  mechanical 
departments.  In  1896  he  was  a  delegate  from  the  1st  Congressional 
district  to  the  national  convention  of  the  Democratic  party,  which 
met  at  Chicago  and  nominated  Mr.  W.  J.  Bryan  for  President.  He 
was  Grand  Dictator  of  the  Knights  of  Honor  for  Arkansas  for  three 
terms. 


Mathias  Abraham  Cohn  was  born  in  Hildesheim,  Germany,  ^May  29, 
1823,  son  of  Abraham  and  Doris  Cohn.  He  was  educated  at  the  schools 
in  the  vicinity  of  Bremen  and  received  private  instruction  in  English. 
He  came  to  the  United  States  before  the  Civil  War.  About  1868 
he  moved  from  ^lemphis,  Tennessee,  to  Augusta,  Arkansas,  and  lived 
there  until  about  1873,  removing  from  there  to  Little  Rock,  where 
he  remained  until  his  death. 
He  was  elected  to  the  house 
of  representatives  from 
Woodruff  County  in  the  ses- 
sion of  1871  and  took  an  act- 
ive part  in  the  affairs  of  those 
stirring  times.  In  1872  he 
was  appointed  to  the  office  of 
superintendent  of  schools  for 
the  second  circuit  of  the 
State.  He  became  a  member 
of  the  first  board  of  trustees 
of  the  university  and  his 
associates  elected  him  secre- 
tary. He  gave  a  great  deal 
of  time  and  attention  to  this 
work  and  assisted  in  the 
organization  of  the  univer- 
sity. He  retired  from  the 
board  of  trustees  in  1873. 
Then    he    moved    to    Little 

Rock,    and    there    in    1876    he  Mathias  Abraham  Cohn. 


380  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS.  'I 

began  the  practice  of  law.  At  Little  Rock  he  was  an  active  member 
of  his  church  and  held  the  presidency  of  the  congregation  of  the 
Jewish  Temple  for  a  number  of  years  and  the  congregation  made 
strides  toward  greater  influence  under  his  administration.  He  had 
a  law  passed  whereby  a  Jewish  minister  could  perform  the  marriage 
service  the  same  as  other  ministers,  a  thing  which  prior  to  that  time 
had  not  been  possible.  In  1890  he  retired  from  the  practice  of  the  law 
after  a  period  of  thirteen  or  fourteen  years  of  active  and  successful 
practice,  and  lived  thereafter  a  quiet  and  retired  life.  His  later  years 
were  devoted  to  good  purposes  and  he  took  an  active  part  in  religious 
services  on  the  Jewish  holidays.  He  was  stricken  with  paralysis 
while  assisting  on  one  of  these  occasions,  and  from  this  attack  he 
never  fully  recovered. 

He  was  also  a  Mason  and  in  the  fifties  was  active  in  the  cause, 
obtaining  the  highest  offices  within  the  gift  of  his  fellows,  in  New 
Albany,  Indiana,  where  he  then  lived. 

He  was  married  to  Miss  Therese  Koebner  March  14,  1848.  Of  thi^ 
union  eight  children  were  born,  of  whom  all  survive.  He  died  at  his 
home  in  Little  Rock,  F^ebruary  5,  1901. 


Virgil  Y.  Cook,  son  of  William  D.  and  Pernecia  (Dodds)  Cook, 
was  born  in  Boydville,  Graves  County,  Kentucky,  November  14,  1848. 
Both  parents  were  born  in  Caldwell  County,  Kentucky.  His  father 
was  a  successful  tobacconist  and  general  merchant  for  many  years. 
John  Cook  and  John  Craig  Dodds,  grandparents,  were  native  Ken- 
tuckians,  being  merchant  and  planter,  respectively,  and  both  were 
soldiers  in  the  war  of  1812,  participating  with  the  Kentucky  troops 
in  the  Northwestern  Territory  and  Canadian  campaigns,  1812  and 
1813,  and  in  Jackson's  New  Orleans  campaign,  1814-15,  including  the 
battle  at  the  latter  place.  Both  were  line  officers.  His  great-grand- 
fathers were  continental  soldiers  in  the  Revolutionary  War,  serving 
in  Virginia  and  South  Carolina  respectively. 

Virgil  Y.  was  educated  in  the  subscription  schools  of  his  native 
town  and  at  Spring  Hill  Academy,  Henry  County,  Tennessee.  He 
entered  the  Confederate  army  in  July,  1863,  before  he  was  fifteen  years 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  381 

of  age,  in  the  Kentucky  brigade  of  Forrest's  cavalry,  serving  in  the 
ranks  and  as  stafT  courier.  He  participated  in  the  battles  and  cam- 
paigns of  that  command,  and  was  paroled  May  16,  1865.  He  enjoys 
a  distinction  perhaps  that  few,  if  any  other  private  soldier  in  either 
army  enjoys,  that  of  having  his  former  company,  with  which  he  had 
served  some  eight  months,  and  from  which  he  had  recently  been 
transferred  to  a  different  company  and  regiment,  pass  him  at  "Present 
Arms"  while  he  was  serving  out-post  picket  duty. 

He  attended  school  one  year  after  the  Civil  War,  taking  an 
academic  course.  He  came  to  Arkansas  in  June,  1866,  and  engaged  in 
mercantile  pursuits  at  Grand  Glaize,  Jackson  County,  on  lower  White 
River.  In  1874  he  founded  the  town  of  Olyphant  on  the  St.  Louis  and 
Southern  Railway,  in  Jackson  County,  where  he  continued  to  conduct 
a  general  mercantile  house.  In  1884  he  removed  to  Oil  Trough  Valley 
in  Independence  County,  where  he  continued  his  mercantile  business. 
Here  he  acquired  several  plantations,  aggregating  3,500  acres  in 
cultivation  and  engaged  in  the  cultivation  of  cotton  and  alfalfa. 

Colonel  Cook  has  been  connected  with  the  Arkansas  reserve  militia 
as  brigadier-general  and  with  the  Arkansas  state  guard  as  major- 
general.  In  April,  1898,  he  was  appointed  colonel  of  the  second 
Arkansas  infantry,  U.  S.  volunteers,  and  served  in  several  corps  and 
brigades,  and  commanded  for  ten  days  all  the  U.  S.  troops  stationed 
at  Camp  Shipp,  Anniston,  Alabama.  He  was  mustered  out  of  service 
with  the  regiment  February  25,  1899,  a  service  of  ten  months  to  a  day. 
He  has  also  been  connected  with  the  Arkansas  Division,  United 
Confederate  Veterans  as  adjutant-general  and  chief  of  staff  and 
major-general  thereof,  and  as  aide-de-camp  to  Generals  John  B. 
Gordon  and  Stephen  D.  Lee,  commanders-in-chief  of  that  organization. 
For  many  years  he  was  commander  of  Tom  Hindman  Camp  No.  318, 
United  Confederate  Veterans,  Newport,  Arkansas,  and  is  now  a 
member  general  finance  committee  and  major-general  commanding 
third  division,  Forrest's  cavalry  corps,  U.  C.  V.  He  was  appointed 
as  a  member  of  the  board  of  trustees  of  the  University  of  Arkansas 
May  20,  1903,  and  served  the  full  term  of  six  years.  Until  recently 
he  was  president  of  the  Arkansas  Historical  Association. 

Having  recently  leased  his  Oil  Trough  plantation  for  a  series  of 
years  for  an  annual  money  stipend  per  acre,  he  has  retired  from  active 


382 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


business  and  resides  at  Batesville,  Arkansas.     In  June,  1871,  he  was 
married  to  Miss  Mildred  O.  Lamb,  daughter  of  Captain  Enos  Lamb, 
a  Kentuckian  and  a  river  steamboat  captain.     Six  children  were  borni 
of  this   union,   Neve  P.,  now   Mrs.   Butler  of   Batesville,  Arkansas; 
Virgil  Whitfield ;  Mary,  now  Mrs.  J.  P.  Marrow ;  Jennie,  now  MrSnf 
Rutherford,  and  another  son  who  died  in  infancy. 


George  J.  Crump,  an  attorney  of  Harrison,  Arkansas,  was  born  in 
Harlan  County,  Kentucky,  in  June,  1841.  He  left  his  native  state  as 
a  boy  and  accompanied  his  parents  to  Arkansas.  The  family  settled 
in  1854  on  Crooked  Creek  in  Carroll  County.  He  was  educated  in 
the  common  schools  of  the  section  and  was  attending  the  Carrollton 
Academy  at  the  beginning  of  the  Civil  War.      Earnestly  and  with 

the    enthusiasm   of   youth   he 
advocated    the    cause    of   the 
South  and  enlisted  at  the  first 
call    for    state    troops    undeg 
J.  D.  W^alker,  of  Fayettevillc 
After  the  fight  at  Oak  Hill 
when   the   state   troops   wep 
disbanded,  he  became  a  meni 
her      of      company      E,      si 
teenth  Arkansas  i  n  f  a  n  t  r  j 
C.  S.  A. 

He   served   in   the   Trans 
Mississippi  Department  unt: 
April,    1862,    when    he    we 
east  of  the  Mississippi,  whe 
he  saw  active  service  as  lie 
tenant    and    regimenta 
adjutant  until  his  capture 
Port  Hudson.   He  effected  hi: 
escape    by    jumping    oflf    the 
boat  and  swimming  the  Mis- 
sissippi to  the  Arkansas  side. 
George  J.  Crump.  He    reported    to    General 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  383 

Holmes,  then  in  command  at  Little  Rock,  by  whom  he  was 
ordered  home.  In  the  fall  of  1864  he  was  ordered  to  report  at  parole 
camp  near  Lewisville,  Arkansas,  and  to  take  command  of  the  men 
from  his  regiment  as  they  reported  for  dut}'.  Here  they  formed  a 
regiment,  composed  of  fifteenth  and  sixteenth  northwest  Arkansas 
regiment  infantry,  which  he  commanded  at  the  battle  of  Jenkins' 
Ferry.  He  was  at  Marshall,  Texas,  at  the  close  of  the  war.  After  the 
war  Governor  Murphy  appointed  him  as  clerk  of  Carroll  County.  In 
1868,  when  the  reconstruction  government  took  charge  of  the  State, 
;Mr.  Crump  went  out  of  office  and  entered  the  mercantile  business 
as  a  partner  of  James  H.  Berry,  afterwards  United  States  senator. 

Having  devoted  his  leisure  moments  to  the  study  of  law,  he  was 
able,  in  1869,  to  open  a  law  office  at  Carrollton,  Arkansas.  In  1873 
he  moved  to  Harrison,  Arkansas,  where  he  has  practiced  his 
profession.  Colonel  Crump  was  a  member  of  the  lower  house  of  the 
general  assembly  of  Arkansas  in  1871.  He  was  appointed  as  member 
of  the  board  of  trustees  of  the  Arkansas  Industrial  University  in 
1883  and  served  for  two  years.  He  was  United  States  marshal  for 
the  western  district  of  Arkansas  from  1893  to  1897.  In  July,  1903, 
he  was  appointed  general  attorney  for  the  St.  Louis  and  North 
Arkansas  Railroad  Company. 

In  the  spring  of  1866  he  met  Mrs.  Josephine  (Wright)  Greenlee, 
to  whom  he  was  married  in  the  following  fall. 


Marcellus  L.  Davis,  son  of  Ray  and  Sara  (Poston)  Davis,  was  born 
January  7,  1848,  in  the  town  of  Ozark,  Christian  County,  Missouri. 
His  father  was  a  physician  by  profession.  A\'hen  ^Marcellus  was 
twelve  months  old,  his  parents  emigrated  to  Arkansas,  and  settled  in 
the  town  of  Dover  in  Pope  County,  where  his  father  practiced  his 
profession.  After  his  father's  death,  his  mother  continued  to  live  in 
Dover  for  about  two  years,  when  she  was  married  to  Mr.  George 
Williams,  who  was  one  of  the  original  founders  and  owners  of  the 
town  of  Dardanelle,  to  which  place  the  family  then  moved.  The 
father  of  ^larcellus  was  a  prominent  member  of  the  Masonic  fraternity, 
which  fact  entitled  him  to  admission  as  a  student  to  St.  John's  College 
at  Little  Rock,  where  he  attended  one  session  just  before  the  war. 


iij 


384  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

About  the  second  year  of  the  war  the  family  moved  to  Hopkins  if 
County,  Texas,  where  they  engaged  in  farming  until  hostilities  ceased. 
They  then  returned  to  Dardanelle.  Some  years  later  Marcellus  , 
returned  to  Texas  and  attended  a  little  college  called  Shiloh  for  one 
year.  This  was  the  last  of  his  school  days,  after  which,  returning 
home,  he  drifted  from  one  employment  to  another,  and  finally  accepted 
an  engagement  from  a  friend  to  go  to  Gainesville,  Texas,  to  close  out  a 
rather  complicated  little  mercantile  establishment.  He  made  the 
journey  on  horseback,  swimming  swollen  streams  where  there  were 
neither  fords  nor  ferries.  On  reaching  Gainesville  he  found  it  neces- 
sary to  employ  a  lawyer.  Having  some  leisure  time  and  nothing  to 
read,  he  incidentally  took  to  his  attorney's  law  books  and  thus  began 
the  study  of  law.  When  he  returned  home,  he  continued  the  study 
of  the  law  with  Messrs.  Rice  and  Toomer,  and  was  admitted  to  the 
bar  and  to  a  partnership  with  the  firm.  Captain  Rice  soon  left  th 
country  and  the  firm  was  dissolved.  About  the  year  1871  he  engage 
in  a  mercantile  venture  which  was  profitable  for  some  years,  and  the 
collapsed  under  a  disastrous  cotton  speculation.  He  then  resume 
the  profession  of  the  law,  which  he  has  pursued  almost  exclusive! 
ever  since. 

Mr.  Davis  was  mayor  of  Dardanelle  for  two  terms  and  later  wa 
elected  to  the  state  legislature  and  served  during  the  session  of  1880-81 
He  has  delivered  baccalaureate  addresses  at  the  University  o; 
Arkansas ;  also  at  Central  College,  Hendrix,  and  Cumberland  College 
In  1877  he  and  Prof.  W.  B.  Morrow  established  a  newspaper  in 
Dardanelle  called  the  "Western  Immigrant."  They  disposed  of  the 
paper  after  having  edited  it  for  four  years,  but  later  Mr.  Davis  was 
employed  to  edit  it.  He  continued  this  work  until  1892,  when  he 
was  selected  as  presidential  elector  by  the  State  Democratic  Conven- 
tion. President  Cleveland  in  1893  appointed  him  consul  to  the  Island 
of  Trinidad.  His  health  soon  failed  and  he  was  transferred  to 
Yucatan,  Mexico,  with  his  station  at  the  city  of  Merida.  At  the 
expiration  of  his  term  as  consul  he  returned  to  Arkansas  and  accepted 
the  position  of  private  secretary  to  Governor  James  P.  Clarke.  He 
was  appointed  one  of  the  trustees  of  the  University  of  Arkansas 
in  1907. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


385 


In  1875  he  was  married  to  Miss  Janie  D.  Stone.  One  son  was 
born  of  this  union.  Five  years  after  his  marriage  his  wife  died  and 
thirteen  years  later  he  was  married  to  Miss  Sue  W.  Johnston.  Three 
children  were  born  of  this  union,  \\'innie,  Charles  Thomas,  and  Henry 
Paul. 


Alexander  Winchester  Dinsmore  was  of  Scotch-Irish  ancestry. 
His  great-grandfather,  John  Dinsmore  (or  Dunsmuir).  younger  son 
of  a  wealthy  Scotch  farmer,  when  a  lad  of  seventeen,  was  offended 
because  required  by  his  father  to  hold  his  elder  brothers  stirrup 
while  the  latter  mounted  his  horse,  left  his  fathers  home  and  migrated 
to  County  Antrim  in  Ireland,  where  he  brought  up  a  family.  Three 
of  his  sons.  John.  Robert  and 
Adam,  came  from  Ireland  to 
America  prior  to  the  Revolu- 
tion. 

Adam  became  the  settler 
and  owner  of  a  very  fine 
estate  in  what  is  now  Wash- 
ington County,  Pennsylvania, 
a  portion  of  which  estate  is 
still  in  the  possession  of  his 
descendants.  Here  A.  W. 
Dinsmore,  who  was  his 
grandson,  and  the  son  of 
James  Dinsmore.  was  born 
in  April,  1820,  and  spent  his 
childhood  and  youth  upon  his 
father's  farm.  At  the  age  of 
eighteen  he  was  graduated 
from  Washington  College, 
Pennsylvania,  and  immedi- 
ately entered  upon  the  work 
of  teaching  for  a  time  at 
Wheeling.  West  Virginia, 
and    later,    for    several    vears    in    Madison    Count  v.    Kentuckv. 


Alexander  Winchester  Dinsmore. 


He 


386  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

became  a  Christian  in  early  life  and  for  forty  years,  up  to  his  death,  j| 
was  an  active  elder  in  the  Presbyterian  Church. 

Having  been  schooled  in  early  life  in  the  political  views  of  the 
old  Whig  party,  he  allied  himself  with  the  opposition  for  the  over- 
throw of  the  "Johnson  Dynasty,"  as  the  Democrats  in  control  of  the 
State  were  called  just  before  the  Civil  War.  In  the  memorable  , 
contest  between  Greenwood  and  Hindman  for  a  seat  in  Congress,  and 
Richard  Johnson  and  Henry  M.  Rector  for  governor,  he  ardently 
supported  Hindman  and  Rector.  A  series  of  letters  written  by  him 
for  the  press  at  the  time  attracted  state-wide  attention,  as  well  for 
literary  merit  as  for  forceful  eflfectiveness,  and  were  said  to  have  been 
largely  instrumental  in  the  success  of  the  cause  to  which  they  were 
contributed.  His  activity  in  that  campaign  was  probably  the  cause 
of  his  being  selected  by  the  citizens  of  Benton  County,  without  , 
aspiration  upon  his  part,  to  represent  them  as  one  of  their  delegate! 
in  the  state  convention  called  to  meet  in  Little  Rock  in  1860  t< 
consider  the  question  of  secession.  He  was  intensely  devoted  to  th< 
Union  and  was  one  of  the  last  to  yield  hope  of  an  amicable  settlemeni 
After  secession  to  the  end  of  the  struggle  his  heart  was  with  the  causi 
of  the  South.  To  get  his  family  beyond  the  reach  of  invasion,  h.\ 
took  them  to  Texas,  where  they  remained  until  the  end  of  hostilities 
when  he  brought  them  home  and  joined  with  his  people  in  building  u] 
the  waste  places.  Such  military  service  as  he  rendered  was  in  the 
commissary  department  in  Texas ;  he  was  never  actively  engaged  in 
the  field.  In  the  infancy  of  the  state  university  he  was  appointed  a 
member  of  the  board  of  trustees  by  the  governor,  and  for  a  number  of 
years  devoted  a  large  part  of  his  time  and  energies  to  its  interest. 

Often   while   engaged   in    the   work   of   the   university,   he   would 
travel  on  horseback  from  his  home  at  Bentonville  to  Fayetteville,  and^ 
after  five  or  six  hours  of  effective  work,  return  on  the  same  day,  thuj 
making   a    round    trip    of   fifty    miles.      Neither    the    protests    of   hii 
family    nor    counsel    of    his    physician    could    induce    him    to    shiel< 
himself  from  inclement  weather  when  he  had  a  purpose  that  involve! 
exposure. .  During  convalescence  from  a  protracted  attack  of  la  grippel 
in  disobedience  of  his  physician's  emphatic  directions,  he  went  out 
into  a  blizzard  and  was   prostrated  with   pneumonia,   to  which   he 
succumbed  February  17,  1894. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  387 

He  married  Miss  Catharine  Anderson,  youngest  daughter  of 
Colonel  Hugh  A.  Anderson  of  Benton  County,  Arkansas.  The  bridal 
party  traveled  on  horseback  over  the  Boston  Mountains  to  Van  Buren 
where  they  embarked  for  Kentucky.  Five  children  were  born  of  this 
marriage,  Hugh  A.  Dinsmore  of  Fayetteville,  Arkansas,  sometime 
member  of  Congress;  James  H.  Dinsmore  of  Greenville,  Texas; 
Grace  D.  Watson  of  Bentonville,  Arkansas,  and  Annie  D.  McClure  of 
Chickasha,  Oklahoma,  all  of  whom  are  still  living.  Edward  A.  Dins- 
more, the  fourth  child,  died  in  1888,  three  years  after  the  death  of  his 
mother. 


Thomas  A.  Futrall  was  born  on  his  father's  farm  in  Randolph 
County,  North  Carolina,  in  the  forties.  He  received  his  elementary 
education  under  the  direction  of  his  father.  While  a  member  of  the 
Confederate  army  he  joined  a  class  of  young  men  and  received 
instruction  in  mathematics  and  languages  from  professors  who  had 
been  teaching  in  the  universities  of  the  South.  He  took  an  active 
part  in  the  most  important  campaigns  of  the  army  of  northern 
Virginia  and  was  promoted  several  times  for  gallantrv'.  He  com- 
manded company  G,  46th  regiment,  North  Carolina  infantry,  in  the 
army  of  north  Virginia.  He  was  severely  wounded  at  the  second 
battle  of  the  Wilderness.  He  was  promoted  to  the  captaincy  of  his 
division. 

After  the  war  closed  he  returned  to  his  native  State  and  reviewed 
his  studies  with  Dr.  Josiah  H.  Brooks.  He  then  emigrated  to  West 
Tennessee  and  established  a  classical  school  at  Cloverport.  In  1884 
he  was  elected  principal  of  the  Marianna  city  schools,  located  at 
Marianna,  Arkansas,  where  he  taught  for  eighteen  consecutive  years. 
Resigning  this  position,  he  continued  to  superintend  the  Lee  County 
schools  until  elected  superintendent  of  the  Arkansas  School  for  the 
Blind  to  fill  out  the  unexpired  term  of  the  lamented  Colonel  O.  C. 
Gray.  At  the  close  of  his  short  term  as  superintendent  of  the  blind 
>chool  he  returned  to  his  home  at  Marianna,  where  he  now  resides. 
In  1906  he  was  a  candidate  for  state  superintendent  of  public  instruc- 
tion for  Arkansas  and  in  a  hotly  contested  race  was  defeated  by  a 
small  margin.  In  addition  to  the  places  already  mentioned  he  has 
held  many  responsible  positions,  the  most  important  of  which  are 


388  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

the  following:  State  manager  of  the  National  Educational  Associa- 
tion for  Arkansas ;  trustee  of  the  University  of  Arkansas ;  member  of 
the  American  Institute  of  Civics ;  associate  editor  "Arkansas  School 
Journal ;"  chairman  of  committee  appointed  to  select  a  suitable  United 
States  history  for  use  in  the  public  schools  of  Arkansas ;  Mason  of 
high  degree ;  county  examiner  of  Lee  County  public  schools ;  enumera- 
tor of  United  States  census  in  1860,  and  again  in  1870;  vice-president 
National  Educational  Association ;  state  lecturer  at  Arkansas  normal 
schools  during  State  Superintendent  Jordan's  administration ; 
appointed  by  Dr.  J.  L.  M.  Curry  general  agent  Peabody  Fund ;  presi- 
dent Arkansas  State  Teachers'  Association ;  member  of  the  Arkansas 
State  Teachers'  Association,  and  also  of  the  National  Educational 
Association  of  the  United  States.  In  1900  the  LL.  D.  was  conferred 
on  him  by  the  University  of  Arkansas. 

He  was  married  to  Miss   Emma  Headen   June  21,    1867.     As  a 
result  of  this  union  seven  children  were  born. 


W.  S.  Goodwin  was  born  and  reared  at  Warren,  Arkansas.     He 
attended  the  common  schools  of  his  home  town  until  his  seventeenth 
year  when  he  entered  the  Farmville  Academy  near  Duluth,  Georgia. 
A   year    later    he    entered    Professor    N.    F.    Cooledge's    Institute    at 
Norcross,   Georgia.     He   remained  here  only  a  short  time   when  he 
took  a  business  course  in  Moore's  Business  College  at  Atlanta.     He 
then  entered  the  teaching  profession,  and  taught  for  a  time  in  Bradley 
County,  Arkansas.     He  then  entered  the  University  of  Arkansas,  and 
later  took  a  course  in  the  University  of  Mississippi.     He  was  admitted 
to  the  bar  in  1894  and  has  since  practiced  law  at  Warren.     In  1895 
he   represented   Bradley   County   in   the   general   assembly.      He   has 
held  prominent  political  offices  since  then.     In  1900  he  was  one  of  thef 
presidential  electors  on  the  Democratic  ticket  in  Arkansas.    He  servec^ 
as  state  senator  from  the  eighteenth  senatorial  district  in  the  general 
assembly  of  1905  and  1907.    He  was  appointed  as  member  of  the  board*^ 
of  trustees  of  the  University  of  Arkansas  in  1907.     In  1910  he  was 
nominated  as  the  Democratic  candidate  for  Congress.  He  was  married 
to  Miss  Sue  Meek  on  December  22,  1897.     Two  children  have  been 
born  of  this  union.  Shields  Meek  and  Sara  Margaret. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


389 


Judge  Lafayette  Gregg,  son  of  Henry  and  Mary  (Murrell)  Gregg, 
was  born  near  Moulton  in  Lawrence  County.  Alabama.  February 
6.  1825.  His  father  was  a  native  of  Alabama,  and  his  mother, 
though  born  in  A  irginia.  was  reared  in  Tennessee.  His  parents 
moved  to  Arkansas  in  1835,  when  the  boy  was  ten  years  old. 
He  received  his  early  education  in  the  public  schools  of  Washington 
County.  After  leaving  the  common  schools  he  entered  the  Ozark 
Academy,  but  his  attendance 
here  was  short  and  he 
entered  the  law  office  of 
\\'.  D.  Reagan.  Here  he 
received  his  only  pro- 
fessional training.  After 
having  spent  some  years  in 
the  law  office  he  was  admit- 
ted to  the  bar  and  began  the 
practice  of  law  at  Fayette- 
viile.  While  practicing  law- 
he  was  also  engaged  in  con- 
ducting an  improved  farm  of 
about  four  hundred  acres. 

In  1854  he  was  elected  to 
the  legislature  and  served 
during  the  session  of  1854-55. 
A\'hen  his  term  in  the  state 
legislature  expired  he  was 
elected  prosecuting  attorney 
of  the  fourth  circuit  in  1856. 
He  continued  in  this  office 
until  1861,  w-hen  he  resigned  to  enlist  for  service  in  the  Civil  War.  He 
was  made  commander  of  the  fourth  Arkansas  federal  cavalry. 
During  the  year  1867-68,  he  served  as  chancellor  of  Pulaski  County. 
In  1868  he  w^as  made  associate  justice  of  the  supreme  court,  which 
position  he  held  until  1874.  In  1889  he  entered  the  Bank  of  Fayette- 
ville  as  its  president.  He  was  made  commissioner  from  Arkansas  to 
the  World's  Fair  in  Chicago.  When  the  State  decided  to  establish  a 
imiversity,  he  took  a  leading  part  in  canvassing  Washington  County 


Lafayette  Gregg. 


390 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


to  secure  subscriptions  for  its  location  in  Fayetteville.  He  was 
appointed  a  member  of  the  first  board  of  trustees  and  devoted  no  little 
time  and  attention  to  the  work  of  founding  the  university  and  getting 
it  properly  organized.  The  records  show  that  he  took  a  leading  part 
in  looking  after  the  erection  of  buildings  and  the  organization  of  the 
faculty.  The  fact  that  the  main  building  is  so  well  constructed  is  said 
to  have  been  due  to  his  constant  watchfulness.  In  1886  he  ran  for 
the  office  of  governor,  but  was  defeated  by  Governor  Hughes.  He 
was  married  to  Miss  Mary  A.  Shreve  of  Kentucky,  December  22,  1852. 
Of  this  union  three  sons  and  one  daughter  were  born.  He  died 
November  1,  1891. 


Thomas    Montague    Gunter    was    born    in    Warren,    Tennessee. 
September  7,  1824.     He  received  his  early  education  in  the  common 

schools  of  his  native  State; 
he  then  entered  Irvin  College, 
from  which  he  was  graduated 
in  1850.  He  came  to  Fayette- 
ville, Arkansas,  in  1853  and 
entered  the  law  ofiice  of  Gen- 
eral H.  F.  Thomason  as  a  law 
student  and  was  admitted  to 
the  bar  in  1854.  Before  the 
Civil  War  came  on  he  was  a 
strong  Union  man,  but  when 
hostilities  really  began  he  cast 
his  lot  with  the  Confederate 
States.  After  the  conflict  was 
over  he  turned  his  attention 
to  the  practice  of  his  profes- 
sion, and  by  his  wise  counsel 
aided  in  preserving  order  and 
alleviating  the  suflferings  and 
bitterness  of  reconstruction. 
He  rendered  a  valuable  serv- 

Thomas  Montague  Gunter.  Jce  tO  the  people  of  UOrthweSt 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  391 

rkansas  by  his  efforts  to  secure  the  location  of  the  University  of 
Arkansas  at  Fayetteville.  He  canvassed  the  county  in  this  behalf  at 
his  own  expense  and  his  zeal  and  convincing  argument,  together  with 
the  confidence  the  people  had  in  his  judgment,  were  partly  instru- 
mental in  crowning  this  great  educational  movement  with  success. 

For  forty  years  Colonel  Gunter  was  one  of  the  foremost  citizens 
and  lawyers  of  northwest  Arkansas.  He  served  as  prosecuting 
attorney  of  his  district,  and  was  later  sent  as  representative  to 
Congress,  where  he  served  from  1872  to  1882.  For  eight  years  he  was 
chairman  of  the  committee  on  land  claims  and  was  a  member  of  the 
committee  on  Indian  affairs.  At  the  end  of  his  fifth  term  he  retired 
voluntarily  and  engaged  in  agriculture  and  stock  breeding.  He  built 
a  large  flouring  mill  at  Siloam  Springs.  He  passed  all  the  chairs 
of  the  Masonic  fraternity  and  was  a  worthy  sir  knight  of  Baldwin 
Commandery  No.  4.  From  1882  to  1886  he  served  on  the  board  of 
trustees  of  the  Universit}'^  of  Arkansas. 

He  was  married  to  Miss  Marcella  Jackson  in  1856.  His  wife 
died  in  1858,  and  he  subsequently  married  Miss  Jennie  Bragg  of 
Charlestown,  West  Virginia,  a  relative  of  General  Braxton  Bragg. 
Three  children  survive  this  union.  Judge  Julius  C.  Gunter  of  Denver, 
Colorado ;  Walker  T.  Gunter,  attorney,  of  Salt  Lake  City,  and  Mrs. 
Robert  M.  Forbes  of  Evanston,  Illinois.  He  died  in  Fayetteville, 
Januarv  12,  1904. 


C.  C.  Hamby,  son  of  Thomas  Jefferson  and  Nancy  Ann  Elizabeth 
Hamby,  was  born  in  Calhoun  County,  Mississippi,  September  14, 
1851.  He  attended  a  common  school  and  one  session  of  a  special 
grammar  school.  He  came  to  Arkansas  in  fall  of  1872  and  attended 
high  school  at  Booneville  in  the  fall  and  winter  of  1873-74.  He  moved 
to  Millville,  Ouachita  County,  in  spring  of  1874,  where  he  taught 
two  terms  of  school.  While  teaching  school  he  studied  law  privately 
at  night,  on  Saturdays,  and  while  not  engaged  in  the  school  room. 
He  was  admitted  to  the  bar  at  Camden,  Arkansas,  1876,  but  he  taught 
two  terms  of  school  to  tide  over  the  waiting  period.  He  then  located 
at  Prescott,  Arkansas,  in  October,  1878,  and  at  once  entered  actively 
upon  the  practice  of  law.      He  was  admitted  to  practice  before  the 


392 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Arkansas  supreme  court  in 
1881  and  the  federal  courts 
the  same  year.  He  was 
elected  state  senator  from 
twentieth  senatorial  district 
in  1890  and  at  the  close  of 
first  session  in  the  spring  of 
1891  was  elected  president  of 
the  senate,  and  during  Gov- 
ernor Eagle's  illness  in  the 
summer  of  1892  served  as 
governor  three  or  four 
months.  At  the  session  of 
the  senate  in  1893  he  was 
made  chairman  of  the  judi- 
ciary committee  of  that 
body.  In  June,  1904,  he  was 
unanimously  elected  chair- 
man of  the  Democratic  state 
convention  at  Hot  Springs, 
and  was  voted  the  thanks 
of  that  body  for  fair  and 
impartial  rulings.  He  was  appointed  a  member  of  the  board  of, 
trustees  of  the  University  of  Arkansas  in  1897  and  served  for  ten  years.! 
He  has  for  several  years  been  president  of  the  school  board  ofl 
Prescott.  He  has  been  elected  and  served  as  W.  M.  of  Prescott  Lodge 
No.  80,  A.  F.  &  A.  M.,  a  number  of  times.  At  the  annual  session  of 
the  Grand  Lodge,  A.  F.  &  A.  M.,  of  Arkansas,  in  1889,  he  was  elected 
grand  orator,  and  at  the  session  of  that  body  in  1890  delivered  the; 
grand  oration.  In  January,  1897,  he  was  tendered  and  accepted  thev 
attorneyship  for  the  St.  Louis,  Iron  Mountain  &  Southern  RailwayJ 
Company  in  Southwest  Arkansas.  On  September  1,  1909,  he  volun- 
tarily resigned  that  position,  but  at  request  of  the  railway  company 
remained  in  the  service  until  October  1,  1909.  He  has  been  actively 
engaged  in  practice  of  law  in  Prescott,  Arkansas,  since  October,  1878. 
He  is  a  Knight  Templar  Mason,  also  a  32  degree  Scottish  Rite  Mason  ; 


Christopher  Columbus  Hamby. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


393 


a  member  of  Hugh  de  Payne  Commandery  No.  1  at  Little  Rock, 
Arkansas,  and  Albert  Pike  Consistorj-  in  the  \'alle3-  of  Little  Rock. 
He  is  married  and  is  the  father  of  six  children,  five  of  whom  are  living. 


Richard  Owen  Herbert,  son  of  Dr.  Joseph  and  Harriet  (Harris) 
Herbert,  was  born  in  Izard  County,  Arkansas,  November  10,  1861. 
He  began  his  education  at  the  La  Crosse  Collegiate  Institute,  where 
he  continued  his  studies  for  several  years.  When  a  young  man  he 
removed  to  Batesville,  and  while  there  attended  the  Arkansas  College 
ne  or  two  terms.  In  1880  he  entered  the  University  of  Arkansas 
at  Fayetteville,  but  remained 
in  this  institution  only  two 
years.  He  then  removed  to 
Xashville.  Tennessee,  to  enter 
\'anderbilt  University.  I  n 
1882  he  graduated  in  phar- 
macy from  this  university. 
Mr.  Herbert  returned  to 
Arkansas  immediately  after 
graduating  and  entered  the 
mercantile  business  at  Mel-  fS? 
bourne,  Arkansas,  in  188  7.  _.,.- 
Here  he  assisted  in  establish- 
ing a  prosperous  business 
The  firm  of  which  Mr.  Her- 
bert was  a  member  dissolved, 
and  in  1898  he  removed  to 
Greenwood,  where  he  estab- 
lished the  Sebastian  County 
Bank,  and  was  made  cashier 
of  the  same.  He  remained  in 
this  position  until  in  1906, 
when  he  removed  to  Fayette- 
ville, Washington  County,  in  order  to  become  the  vice-president  of 
the  Washington  County  Bank.  While  vice-president  of  this  bank, 
he  was  appointed  one  of  the  board  of  trustees  of  the  state  university 


Richard  Owen  Herbert. 


394 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


under  Governor  John  S.  Little's  administration,  a  position  which  he 
now  holds.  He  is  one  of  the  efficient  members  of  the  board.  Mr. 
Herbert's  business  interest  at  Greenwood  demanding  his  special 
attention,  he  again  removed  to  that  place  in  order  to  reassume  his 
position  as  cashier  of  the  Sebastian  County  Bank.  Mr.  Herbert  was 
married  to  Miss  Hattie  M.  Warner  August  29,  1883.  Seven  children, 
five  of  whom  survive,  are  the  fruits  of  this  union. 


Dudley  Emerson  Jones,  son  of  Eldad  and  Maria  A  (Perry)  Jones, 
was  born  January  30,  1829,  in  Clifton  Park  Township,  Saratoga 
County,  New  York.  His  early  life  was  passed  upon  his  father's  farm 
and  he  attended  the  district  school  until  he  was  a  little  past  the  age 
of  fifteen.  This  common  school  education  laid  the  foundation  for  a 
deeper  and  more  varied  learning  in  later  years.     In  October,   1845, 

when  a  little  past  the  age  of 
fifteen,  he  was  apprenticed! 
to  Plonorable  A.  A.  Van 
Vorst,  the  mayor  for  twenty 
years  of  the  city  of  Schenec- 
tady, N.  Y. 

Shortly  after  the  first  j 
excitement  caused  by  the] 
discovery  of  gold  in  Cali- 
fornia he  persuaded  his 
father  to  purchase  for  him  a 
share  in  a  joint  stock  com- 
pany which  bought  and  fitted 
out  the  bark  "Nautilus"  for 
the  journey  around  Cape 
Horn.  With  a  party  of  sev- 
enty-five other  venturesome 
spirits,  on  February  23,  1849, 
he  sailed  from  New  York 
City  for  the  land  of  gold. 
After  a  hazardous  and  tedi- 

Dudley  Emerson  Jones.  OUS     joumey     of    OVer     SeVCn 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  395 

months,  they  landed  in  San  Francisco  October  10  of  the  same  year 
and  shortly  thereafter  joined  in  the  rush  for  the  gold  mines.  He 
located  on  the  American  River  in  Placer  County,  California,  at  a 
place  known  as  ''Smith's  Bar,"  where  he  began  his  mining  operations. 

j  ^he  next  spring  found  him  on  the  North  Fork  of  the  Yuba  River. 

f  ^The  following  summer  he  returned  to  the  American  River  and  estab- 
lished a  mercantile  business  at  a  place  known  as  "Horse  Shoe  Bar." 
Soon  the  necessity  for  a  safe  and  convenient  means  of  crossing 
the  river  and  encouraging  traffic  became  apparent  to  him  and  he 

'  undertook  the  building  of  a  good  road  over  the  mountains  and  the 
erection  of  a  suspension  bridge,  the  first  bridge  of  any  importance  in 
the  State  of  California.  With  the  aid  of  his  associates  he  carried 
this  work  to  completion  under  great  hardships,  from  the  fact  that 
all  materials  used  in  its  construction  had  to  be  brought  b}'  wagon 
teams  from  Sacramento,  which  at  that  time  was  but  a  village.  In 
1855  he  moved  to  Keokuk,  Iowa,  and  formed  a  business  partnership. 
The  firm  was  prosperous  until  the  Civil  War.  Mr.  Jones,  in  response 
to  the  call  of  arms,  enlisted  in  the  Union  army,  where  his  business  and 
executive  abilities  promptly  promoted  him  to  the  position  of  first 
lieutenant  and  quartermaster  of  the  third  Iowa  cavalry.  He  went 
through  the  war  and  was  honorably  discharged  at  its  close  with  his 
command  at  Little  Rock,  Arkansas. 

Mr.  Jones  was  quick  to  see  the  future  possibilities  of  the  State  of 
Arkansas  and  of  its  capital  city  and  so  determined  to  settle  there 
in  business.  He  at  once  formed  and  established  the  firm  of  Jones, 
McDowell  &  Company,  which,  with  its  branch  connections,  Bussy  & 
Company,  of  New  Orleans  and  St.  Louis,  rapidly  developed  an 
enormous  trade  in  the  line  of  cotton  commission,  farming  implements 
and  hardware.  In  later  years  and  after  the  dissolution  of  this  firm, 
Mr.  Jones  incorporated  the  business  of  the  Dudley  E.  Jones  Company, 
of  which  he  is  the  president  and  active  manager. 

In  1874  Mr.  Jones  was  appointed  by  Governor  Elisha  Baxter  one 
of  three  commissioners,  the  others  being  Judge  U.  M.  Rose  and 
Gordon  M.  Peay,  to  canvass  and  officially  count  the  votes  of  the  State 
and  proclaim  for  or  against  the  new  constitution.  For  twenty  years 
he  served  as  foreman  of  the  grand  juries  in  his  home  county.    Under 


396 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


the  act  of  the  legislature  of  Arkansas  in  1874  reorganizing-  the 
Arkansas  Industrial  University  at  Fayetteville,  Mr.  Jones  was 
appointed  a  trustee,  which  position  he  held  until  1880.  Although  a 
Republican,  he  had  no  sympathy  with  the  carpet-baggers,  and  was 
very  active  in  ferreting  out  corruption.  He  claims  the  honor  of 
serving  on  a  grand  jury  which  forced  the  surrender  of  $50,000  of 
fraudulent  Pulaski  County  bonds.  He  supported  Governor  Baxter 
in  his  contest  with  Brooks.  In  1857  he  joined  the  Hardin  Lodge  of 
the  Masonic  fraternity  at  Keokuk,  Iowa.  He  was  married  to  Miss 
Caroline  Peck  September  12,  1855.  Of  this  union  five  children  were 
born. 


James  M,  Johnson,  son  of  James  M.  and  Elizabeth  Johnson,  was 
born  in  Warren  County,  Tennessee,  December  8,  1833.  He  was 
educated  in  the  common   schools  of   Fayetteville,  Arkansas  College. 

and  the  Ozark  Institute. 
After  leaving  the  institute 
he  taught  school  for  two 
years  and  then  began  the 
study  of  medicine  u  n  d  e 
practitioners  in  Fayetteville 
In  1857  he  entered  the  Medi 
cal  College  of  St.  L  o  u  i 
and  remained  two  years.  He 
then  returned  to  Arkansas 
and  settled  at  Huntsville. 
where  he  practiced  medicine 
until  the  spring  of  1862^ 
lieing  a  Union  man,  he  wenl 
north  and  joined  the  federal! 
army  under  General  Curtis 
and  remained  with  him  untit 
h  e  arrived  at  Helena^ 
Arkansas.  There  he  received 
authority  from  the  military- 
governor,  John  S.  Phelps,  to 
James  M.  Johnson.  r^ise   Arkausas   troops,  and 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  397 

he  at  once  proceeded  to  raise  the  first  regiment  of  Arkansas  infantry, 
of  which  he  was  commissioned  colonoJ.  He  also  assisted  in  organizing 
lather  companies  of  infantry  and  cavalry.  Having  received  orders 
to  reinforce  General  Blunt  at  Fort  Gibson,  Indian  Territory,  he 
marched  thither  and  the  united  forces  succeeded  in  driving  the 
enemy  south.  He  then  returned  to  Arkansas  and  attacked  General 
Cable,  nine  miles  above  Fort  Smith  in  Poteau  River,  drove  him  south 
and  entered  Fort  Smith  September  1,  1863.  He  was  present  at  the 
battle  of  Cotton  Plant  and  the  massacre  at  Fort  Pillow. 

Mr.  Johnson  was  elected  to  Congress  in  1864  from  the  third  district 
and  reelected  in  1866,  but  was  not  allowed  to  take  his  seat.  His 
family  had  gone  to  Illinois  for  safety  during  the  war,  but  they 
returned  to  Arkansas  in  1866.  Upon  the  recommendation  of  General 
Grant  he  was  made  brevet  brigadier-general  by  President  Johnson 
in  1867.  The  same  year  he  was  elected  lieutenant-governor  of 
Arkansas  and  served  until  1869.  when  Governor  Powell  Clayton 
appointed  him  secretary  of  state,  to  which  position  he  was  elected 
in  November,  1872.  He  was  personally  acquainted  with  Abraham 
Lincoln,  Andrew  Johnson,  U.  S.  Grant,  Thaddeus  Stevens,  Roscoe 
Conkling,  James  G.  Blaine,  Rutherford  B.  Hayes,  and  James  A. 
Garfield.  He  has  been  a  Mason  for  over  fifty  years.  September  10, 
18.^0,  he  married  ^liss  Elizabeth  Johnson  of  Madison  County,  who 
died  August  21,  1884.  Seven  children  were  born  of  this  union, 
Sarah  Elizabeth,  Albert  P.,  Thomas  M..  James  F.,  Thaddeus,  Lincoln, 
Katie,  and  Charles.  October  15,  1893.  he  married  Mrs.  Jennie  Wilson 
of  Whitener,  Arkansas.  For  the  past  forty  years  his  place  of  residence 
has  been  on  a  farm  near  AVeslev.  Arkansas. 


Gustave  Jones,  son  of  William  R.  and  Kate  (Hudson)  Jones,  was 
born  in  Jackson  County,  Arkansas.  August  25.  1861.  His  father  was 
a  native  of  Kentucky,  but  early  in  1851  he  came  to  Arkansas  where 
he  reared  his  family.  The  famih^  continued  to  reside  in  Jackson 
County,  Arkansas,  until  1895,  but  from  1887  until  that  time  they 
spent  the  summers  at  Maryville,  Missouri.     In  December.  1877.  Mr. 


398 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Jones  entered  the  freshman  class  at  the  University  of  Arkansas. 
On  account  of  a  severe  attack  of  typhoid  fever  in  December, 
1880,  he  had  to  drop  out  of  the  junior  class,  and  hence  graduated 
with  the  class  of  1882.  He  taught  school  for  four  years  after 
he  left  the  university,  two  years  at  Maryville,  Missouri,  and 
two    at    Savannah,    Missouri.      During   this    time    he    read   law   and 

in  1886  he  returned  to  Jack- 
son County,  Arkansas.  His 
father  having  sent  him 
to  school,  told  him  he  must 
thereafter  make  his  own  way. 
He  kept  books  for  a  mer- 
cantile establishment  and  was 
office  boy  for  a  law  firm  for 
two  years.  He  was  admitted! 
to  the  bar  at  Jacksonport  anci 
began  the  practice  of  law 
in  December,  1888.  In  1887 
he  was  appointed  county 
examiner  for  Jackson  Count] 
and  held  this  position  fo: 
about  four  years.  This  wa: 
one  of  the  two  offices  h( 
ever  held,  the  other  being 
mayor  of  Newport  for  a  fev 
months  succeeding  his  unci 

Gustave  Jones.  ^j^^    ^-^^        ^^    j^^g    ^^^^    ^^ 

about  nine  years  a  member  of  the  Newport  school  board  and  fo 
the  last  five  years  president  of  the  board.  He  was  appointed 
member  of  the  board  of  trustees  of  the  University  of  Arkansas 
in  1907  for  the  second  Congressional  district  by  Acting  Governor 
Moore.  He  was  a  delegate  to  the  Democratic  convention  at 
Denver  in  1908.  He  was  married  to  Miss  Julia  Stevens  August 
27,  1889.  Of  this  union  three  daughters  were  born.  His  home  is 
in  Newport,  Arkansas. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


399 


James  Walker  Jones  was  born  in  Breckenridge  County,  Kentucky, 
Xovember  23,  1821.  When  he  was  eleven  years  old  his  parents 
moved  to  Meade  County  where  he  lived  until  he  was  seventeen,  when 
he  left  the  farm  with  his  worldly  possessions  tied  up  in  a  handkerchief. 
He  first  went  to  Big  Springs,  where  he  attended  school  and  worked 
as  office  boy  for  Doctor  Summers,  reading  medicine  under  the  wise 
guidance  of  the  kind  old  doc- 
tor. In  1844  he  entered  the 
Louisville  Medical  College, 
w  here  he  later  graduated 
with  honor.  Immediately 
after  his  graduation  he  began 
the  practice  of  medicine  in 
Big  Springs.  Two  years  later 
he  moved  to  Cloverport. 
where  he  had  a  large  and 
lucrative  practice.  In  the 
fall  of  1848  he  located  at 
Jacksonport,  Arkansas, 
where  he  practiced  his  pro- 
fession for  t  w  e  n  t  y-e  i  g  h  t 
years.  In  May,  1876,  he 
m  o  V  e  d  to  Fayetteville,  at 
which  place  he  lived  until  his 
death. 

Dr.  Jones  was  president 
of  the   Washington  County 

:\Iedical       Society      and      was  James  Walker  Jones. 

also  an  honored  member  of  the  Arkansas  State  Medical  Association 
from  the  time  of  its  reorganization  in  1874.  He  was  acting  assistant 
surgeon  of  the  7th  Iowa  regiment  in  Jacksonport  in  1864  and  1865. 
He  was  a  member  of  the  board  of  trustees  of  the  university  and, 
aside  from  his  practice,  this  was  the  position  which  he  valued  most 
He  worked  hard  for  the  success  of  the  institution,  and  his  influence 
brought  many  students  from  the  southern  counties.  He  took  an 
active  interest  in  church  work,  being  a  member  of  the  Methodist 
Episcopal  Church,  South. 


400 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


During  reconstruction  days  in  Arkansas,  Dr.  Jones  left  the  United 
States  for  a  time  and  made  a  tour  through  Brazil,  British  Honduras. 
Guatemala,  Panama  and  Cuba,  with  a  view  to  emigrating.  While  in 
Havana  he  was  in  the  office  of  Dr.  Burgis  of  that  city  and  assisted 
him  in  the  treatment  of  yellow  fever.  He  returned  to  Arkansas  in 
1870  and  resumed  the  practice  of  his  profession. 

He  became  a  Master  Mason  in  1842  at  Big  Springs,  Kentucky, 
Lodge  No.  118.  Dr.  Jones  was  first  married  May,  1845,  in  Brecken- 
ridge  County,  Kentucky,  to  Miss  Mary  Dowell.  Two  daughters  were 
born  of  this  marriage,  Frances  Amelia  and  Mary,  both  of  whom  are 
dead.  Dr.  Jones'  second  marriage  was  in  Jackson  County.  Arkansas, 
October,  1851,  to  Aliss  Savannah  Prynne,  daughter  of  Dr.  Ilenry 
Prynne.  Two  daughters,  Minerva  Annie,  who  died  in  infancv,  and 
Laura   Rue,   were  l^orn  of  this  marriage.      Dr.  Jones   died  in   Idaho 

Springs,  Colorado,  Septem- 
ber, 1885,  and  was  buried  in 
Favetteville,  Arkansas. 


John  W.  Keesee. 


John  W.  Keesee,  son  of 
Thomas  W.  and  L  o  u  i  >^ 
(Cross)  Keesee,  was  born  in 
Columbia,  Maury  C  o  u  n  t  jp 
Tennessee,  August  8,  1838. 
His  father  was  a  native  of 
Virginia  and  his  mother  was 
born  in  Tennessee.  He  grew 
to  young  manhood  in  iiis 
native  town  and  there 
received  h  i  s  education  i  n 
Jackson  College.  In  1858  ho 
came  to  Phillips  County. 
Arkansas,  and  made  his 
home  on  a  plantation.  He 
lived  there  until  1861  when. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


401 


at  the  beginning  of  the  Civil  War,  he  entered  the  Southern  army- 
He  served  with  General  Hindman  in  Arkansas  and  Missouri,  and  a 
part  of  the  time  with  General  N.  B.  Forrest  east  of  the  Mississippi 
River.  While  serving  in  General  Hindman's  regiment  he  was  raised 
to  the  rank  of  captain.  After  the  close  of  the  war  he  returned  to  his 
plantation  in  Arkansas  and  there  set  about  to  retrieve  his  broken 
fortune.  He  was  at  various  times  honored  by  his  country  and  state 
in  an  official  capacity.  In  1892  he  was  elected  to  the  state  legislature 
and  in  1898  was  reelected  to  the  same  position.  He  stood  high  among 
the  lawmakers  of  the  State.  He  was  appointed  a  member  of  the  board 
of  trustees  of  the  University  of  Arkansas  in  April,  1889,  and  served  in 
this  capacity  for  four  years.  He  was  twice  married,  first  in  1858,  to 
Miss  Louisa  Drane.  Of  this  union  two  daughters  were  born.  His 
wife  died  while  he  was  serving  in  the  army  of  the  Confederacy  and 
the  children  were  sent  to  live  with  their  prandparents.  On  January 
23,  1866.  he  was  married  the 
second  time  to  Miss  Susan 
R.  Johnson.  Of  this  union 
three  children  were  born.  He 
died  June  6,  1904.  His  five 
children.  J.  W.  Keesee  of 
Helena,  Jack  and  Morris 
Keesee,  Mrs.  W.  M.  Rich- 
ardson of  Latour,  and  Mrs. 
Woolridge  of  C  ol  u  m  b  i  a, 
Tennessee,  survive  him. 


William  Henry  Langford 
was  born  June  6th.  1856.  at 
C  h  a  m  p  a  g  n  6  1 1  e,  Union 
County,  Arkansas.  He  pre- 
pared for  college  in  the 
Eldorado  high  school  and 
graduated  from  the  Univer- 
sity of  Arkansas  with  the 
B.  A.  degree  in  1880.  During 


William  Henry  Langford. 


402  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

vacations  he  taught  school  to  get  money  to  continue  his  education.  He 
went  to  Little  Rock  in  1881  and  was  assistant  clerk  of  the  house  of 
representatives.  Afterwards  he  secured  permission  of  Judge  U.  M. 
Rose  to  read  law  in  his  office  and  under  him.  In  1883  he  was  licensed 
to  practice  in  the  circuit  and  supreme  courts  of  the  State  and  the 
federal  court  at  Little  Rock.  While  reading  law  he  was  private 
secretary  to  Governor  James  H.  Berry  and  afterwards  deputy 
secretary  of  state  under  Jacob  Frolich.  In  1886  he  moved  to  Pine 
Bluff,  Arkansas,  where  he  became  actively  engaged  in  the  cotton  and 
wholesale  grocery  business.  He  established  the  Speers  Company 
and  became  the  president,  manager  and  buyer  for  the  first  eight 
years  of  its  existence.  At  the  end  of  this  period  he  moved  to  Little 
Rock  and  in  less  than  a  year's  absence  was  called  back  to  take 
the  presidency  of  the  Citizens  Bank,  which  position  he  has  held  for 
the  past  twelve  years.  He  built  the  first  and  only  corn  meal  mill 
and  grain  elevator  in  Pine  Bluff  and  the  second  cotton  press  there. 
He  is  a  large  stockholder  in  two  large  cotton-seed  oil  mills  there. 
He  was  largely  instrumental  in  bringing  the  third  railway  into  Pine 
Bluff',  the  Pine  Bluff  &  Arkansas  River  Railway.  He  was  originator 
of  the  Pine  Bluff  street  railroad,  of  which  he  was  chief  builder  and 
owner.  He  has  been  interested  in  the  building  of  many  manufacturing 
plants  in  Pin€  Bluff  and  has  large  land  holdings  in  Jefferson  and  other 
counties  of  the  State.  1 

Up  to  March,  1907,  he  had  served  continuously  as  a  trustee  of  thg 
University  of  Arkansas  for  eighteen  years,  a  record  of  which  he  is 
justly  proud.    He  has  also  taken  an  active  interest  in  the  development 
of  the  branch  normal  school  for  negroes  in  Pine  Bluff.  ^ 

He  was  married  to  Miss  Ida  Speers  November  23,  1886.    Two  sons, 
one  of  whom  survives,  were  born  to  them. 


Joseph  W.  Martin  was  born  at  Clinton,  Green  County,  Alabama^ 
June  6,  1836.    His  father  was  a  Presbyterian  minister.    When  Josepi 
was  fourteen  years  old  the  family  moved  to  Prairie  County,  Arkansas| 
Three  years  after  this  in   1853,  he  went  to  Princeton,  New  Jersey! 
and    graduated    in    1855.      After    graduation    he    taught    school    ii 
Tennessee,  but  during  this  time  he  studied  law.      He  was  admitted 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


403 


to  the  bar  in  1857.  He  returned  to  Arkansas  the  same  year  and 
was  licensed  to  practice.  He  located  at  Des  Arc  and  practiced 
there  until  1860.  That  year  he  moved  to  Little  Rock  and  became  a 
partner  to  Colonel  Sam  W.  Williams.  In  1861  he  enlisted  in  Colonel 
Lyon's  regiment,  in  the  sixth  Arkansas  infantry,  and  became  captain 
of  company  K.  He  took  part  in  the  battles  of  Shiloh,  Perry ville. 
Murfreesboro  and  Chickamauga,  being  wounded  in  the  last  named 
engagement.  When  the  war  closed  he  returned  to  Little  Rock  in 
1865  and  formed  a  partnership  with  Mr.  Williams  and  Colonel  Sol.  F. 
Clark.  This  firm  continued  until  1868.  In  1872  he  formed  a  partner- 
ship with  F.  W'.  Compton  which  continued  until  1876.  He  was  elected 
prosecuting  attorney  in  1874,  and  judge  of  the  sixth  circuit  in  1876  to 
serve  out  the  unexpired  term  of  Judge  John  J.  Clendennin.  In  1878 
he  was  reelected  for  a  term  of  four  years.  He  was  succeeded  in  1882 
l)v  Tudge  F.  T.  Vaughan,  but  in  1886  was  again  elected  for  a  term  of 

four  years.  He  was 
appointed  a  member  of  the 
board  of  trustees  of  the 
University  of  Arkansas  in 
18  8  2,  and  served  in  this 
capacity  until  1886.  He  was 
married  in  1866  to  Miss 
Emma  C.  Beebe  of  Little 
Rock. 


William  Mcllroy. 


William  Mcllroy  was 
born  in  Rockingham  County, 
North  Carolina,  July  24, 
1812,  son  of  James  and  Mary 
Mcllroy,  of  Scotch-Irish 
descent.  His  father  was  a 
shoemaker  by  trade.  H  i  s 
mother  died  when  he  was 
five  years  old.  He  spent  his 
boyhood  on  the  farm  and 
received  a  very  limited  edu- 
cation. In  1835  he  abandoned 


404  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

farm  life  and  began  clerking  in  the  store  of  Colonel  John  P.  Long  at 
Chattanooga,  Tennessee,  where  he  remained  two  years.  In  June,  1838, 
he  settled  with  his  family  at  the  headwaters  of  the  White  River 
in  Madison  County,  Arkansas,  where  he  engaged  in  farming  and 
merchandising  for  about  eleven  years.  In  1855  he  opened  a  store  in 
Fayetteville  on  a  capital  of  $7,500.  In  1872  he  opened  a  bank  in 
partnership  with  others,  but  three  years  later  suffered  heavy  losses. 
He  then  opened  an  individual  bank  which  he  conducted  with  success 
for  many  years  and  which  developed  into  the  present  Mcllroy  Bank. 
The  location  of  the  university  at  Fayetteville  proved  a  severe  strain 
on  his  local  patriotism  as  against  attachment  for  his  old  home. 
He  wanted  the  university  here,  but  when  the  board  selected  a 
site  which  involved  the  sacrifice  of  his  hearth  and  home  he  at  first 
demurred.  After  considerable  persuasion  he  was  finally  induced  to 
sell  his  farm  and  give  up  his  home  in  order  that  the  university  might 
have  an  abiding  place.  After  the  university  was  organized  he  served 
as  treasurer. 

Before  the  Civil  War  he  affiliated  with  the  Whig  party ;  after 
the  war  with  the  Democratic  party.  He  was  a  member  of  the 
Episcopal  Church  and  served  as  a  vestryman  for  thirty  years.  Mr. 
Mcllroy  was  married  three  times,  first  to  Miss  Missouri  Van  Dyke 
of  South  Carolina,  of  whom  two  children  were  born.  He  next  married; 
Mrs.  Eliza  Jane  Russell  in  Kentucky  in  1838,  who  died  in  Washingtonj 
County,  Arkansas,  in  1864,  aged  sixty.  In  1865  he  married  Miss 
Martha  Brooks,  a  native  of  Tennessee.  Of  this  union  five  children 
were  born,  William  R.,  James  H.,  Charles  D.,  Anna  May,  and 
Mary  Kate. 


John  Campbell  Mitchell  was  born  on  a  farm  near  Cane  Hill, 
Washington  County,  Arkansas,  July  28,  1849.  He  is  of  Scotch-Irish 
parentage.  Owing  to  the  Civil  War  his  advantages  in  early  life  were 
very  poor.  His  opportunities  were  still  more  impaired  by  the  death 
of  his  father,  which  left  the  care  of  the  boy's  mother  and  two  sisters 
to  him.     He  worked  on  the  farm  during  the  summer  and  attended 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


405 


school  at  Cane  Hill  in  the 
winter.  After  having  com- 
pleted the  junior  year  in  the 
school  at  Cane  Hill  he 
engaged  in  teaching  country 
schools,  and  continued  in 
this  work  for  several  years. 
In  1879  he  was  elected  prin- 
cipal of  the  Cincinnati  Acad- 
emy and  taught  there  for  six 
years.  In  1892  he  was 
elected  principal  of  Wash- 
ington school  at  Fayetteville, 
Arkansas,  which  position  he 
held  for  four  years.  In  18S^ 
he  was  elected  treasurer  of 
Washington  County  and 
served  in  this  capacity  for 
four  years,  at  which  time  he 
accepted  the  position  as 
superintendent  of  the  Fay- 
etteville  schools.  He  held 
this  position  for  five  year§  until  1905.  In  January,  1899,  he  was 
appointed  a  member  of  the  board  of  trustees  of  the  university  by 
Governor  Jones  and  sereved  six  years.  Being  a  strong  believer  in  the 
higher  education  of  women  he  worked  zealously  for  an  appropriation 
for  a  girls'  dormitory.  At  one  time  when  the  building  fund  had 
become  exhausted  he  and  Captain  Stroup,  another  member  of  the 
board,  signed  a  personal  note  for  five  thousand  dollars  that  the  work 
might  go  on.  He  is  now  engaged  in  real  estate,  insurance  and 
mercantile  business  in  Fayetteville,  Arkansas.  He  was  married  to 
Miss  Mary  L.  West  of  Cincinnati  in  1882.  Five  children,  four  of 
whom  are  living,  have  been  born  to  them,  Sam  A.  Mitchell,  a  lawyer 
in  St.  Louis ;  John  L.  Mitchell,  a  merchant  at  Fayetteville,  Arkansas ; 
Sibve  and  Ara  E.,  who  are  at  home. 


John  Campbell  Mitchell. 


406 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Harry  Nelson  Pharr,  son  of  Henry  Newton  and  Stella  (Scott) 
Pharr,  was  born  at  La  Grange,  Lee  County,  Arkansas,  May  8,  1875. 
He  attended  the  Lee  High  School  of  La  Grange,  Arkansas,  until 
March,  1890,  when  he  entered  the  freshman  class  at  the  University 
of  Arkansas,  graduating  in  December,  1893,  with  the  degree  of  B.  C.  E. 
In  June,  1900.  he  received  the  degree  of  C.  E.  at  the  same  institution. 

He  was  from  1893  until  1897 

assistant  engineer  under  his 
father  in  the  construction  of 
the  levee  of  the  St.  Francis 
levee  district  on  the  Missis- 
sippi River.  On  the  death 
of  his  father  in  1897  he  suc- 
ceeded him  as  chief  engineer 
of  the  St.  Francis  levee  dis- 
trict of  Arkansas,  w  h  i  c  h 
position  he  held  until  May, 
1907,  practically  completing 
the  levee  system  of  about  160 
miles  in  length.  Since  1907 
he  has  been  engaged  in  the 
practice  of  engineering  as 
consulting  engineer  in  Mem- 
phis, Tennessee.  He  served 
in  this  capacity  in  the  con- 
struction of  an  important 
bridge  across  the  St.  Francis 
River  at  Madison,  Arkansas  ; 
also  in  municipal  and  other  engineering  work.  He  was  appointed  a 
member  of  the  board  of  trustees  of  the  University  of  Arkansas  in 
1900  and  served  as  such  for  about  three  years.  In  1900  he  became 
an  associate  member  and  in  1905  a  member  of  the  American  Society 
of  Civil  Engineers.  He  is  also  a  member  of  the  Memphis  Engineering 
Society  and  has  served  as  its  president.  In  1907  he  was  appointed 
colonel  and  chief  of  engineers  of  the  Arkansas  state  militia  to  serve 
two  years.    He  was  married  to  Miss  Creola  Strong  September  12,  1907. 


Harry  Nelson  Pharr. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


407 


Samuel  P.  Pittman,  son  of  J.  C.  and  Mary  (Luttle)  Pittman,  was 
born  at  Prairie  Grove,  Arkansas,  June  27 ,  1836.  He  was  educated  in 
the  common  schools  of  his  neighborhood  and  at  Ozark  Institute, 
Robert  Macklin  being  principal.  Mr.  Pittman's  primary  occupation 
has  been  that  of  farming  and 
stock  raising.  He  has  also 
been  prominently  connected 
with  the  banking  interests 
of  Fayetteville.  In  1884  he 
was  one  of  six  to  organize 
the  Washington  County 
Bank,  now  known  as  the 
Arkansas  National.  He  was 
president  or  vice-president 
of  this  institution  until  1905. 
The  following  year  he  with 
others  organized  the  First 
National  Bank,  of  which  he 
was  president  until  his 
retirement  from  the  banking 
business  two  or  three  years 
later.  He  is  now  living  near 
Fayetteville.  In  1876  he  was 
elected  by  the  legislature 
trustee  of  the  university  to 
succeed  M.  F.  Lake  resigned. 
He  retired  by  resignation  from  the  board  in  1882.  He  was  married  to 
Sarah  Boone  in  May,  1858.  Two  children  were  born  to  them,  both 
of  whom  are  dead. 


Samuel  Pinckney  Pittman. 


Alonzo  S.  Prather  was  born  in  Vernon,  Jennings  County,  Indiana, 
July  25,  1840.  He  received  his  early  education  in  the  common  schools 
of  his  native  county.  He  then  entered  Asbury  University,  now 
De  Pauw  University,  at  Greencastle,  Indiana.  His  father  gave  him 
one  hundred  dollars  as  an  endowment  fund  for  scholarship;  Mr. 
Prather  still  has  the  original.     He  left  school  before  his  graduation 


408 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


and  entered  the  Union  army 
in  1861  in  company  G,  6th 
Indiana  infantry.  He  was  in 
the  West  Virginia  campaign 
with  which  the  war  opened 
and  was  in  the  battles  of 
Shiloh,  Stone  River,  Chicka- 
mauga,  Chattanooga,  and  the 
Atlanta  campaign.  After  the 
war  Mr.  Prather  read  and 
practiced  law.  In  1870  he 
succeeded  ex-Governor 
Murph}^  as  p  r  o  s  e  c  u  ti  n  g 
attorney  of  Madison  County. 
He  was  receiver  of  the 
United  States  land  office  at 
Harrison,  Arkansas,  18  7  5- 
1880.  He  was  in  1872  super- 
intendent of  schools  of  the 
fourth  judicial  circuit  which 
was  composed  of  Madison, 
Carroll,  Boone,  Marion, 
Newton,  Searcy,  and  Van  Buren  counties.  He  put  the  free  school 
system  into  operation  and  built  about  two  hundred  school  houses. 
He  connected  the  private  colleges  at  Berryville,  Bellefonte  and  Yell- 
ville  with  the  public  schools. 

Mr.  Prather  was  a  member  of  the  first  board  of  trustees  of  the 
university  and  was  chairman  of  the  building  committee.  He  among 
others  voted  to  locate  the  university  at  Fayetteville.  He,  with 
the  help  of  Mr.  John  Clayton,  located  the  site  where  the  building 
now  stands,  let  the  contract  and  had  the  building  well  advanced 
when  he  was  put  out  of  office  by  the  Baxter  revolution.  He 
left  Arkansas  in  1879  and  settled  at  Mulvane,  Kansas,  where  he 
was  elected  justice  of  the  peace.  In  1881  he  moved  to  Missouri,  where 
he  has  since  resided.  He  has  been  elected  to  the  lower  house  of  the 
general  assembly  for  five  terms.    He  wrote  a  history  of  Boone  County, 


Alonzo  S.  Prather. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


409 


Arkansas,  which  was  read  at  the  Centennial  Celebration  at  Harrison, 
Arkansas,  July  4,  1876.  He  placed  a  copy  in  a  safe  at  Washington, 
D.  C,  just  as  it  was  locked  for  one  hundred  years.  He  wrote  a 
poem  in  blank  verse  entitled  "White  River."  He  is  a  member  of  the 
Southern  Presbyterian  Church ;  he  is  also  an  Odd  Fellow  and  a  Mason. 
He  helped  to  organize  the  Confederate  Home  at  Higginsville, 
Missouri,  and  made  it  and  the  St.  James,  Missouri,  Federal  Home 
state  institutions.  He  was  married  to  Miss  ^larie  Mc^Iillan.  Of  this 
union  eight  children  were  born,  six  of  whom  survive. 


H,  F.  Reagan  was  born  in  Washington  County,  Arkansas.  He 
was  educated  in  the  public  schools  of  his  county  and  at  Cane  Hill 
College,  after  which  he  engaged  in  teaching  until  he  was  elected 
county  clerk,  in  which  position  he  served  two  terms.  In  April,  1887, 
he  purchased  an  interest  in 
the  "Arkansas  Sentinel,"  suc- 
ceeding James  R.  Pettigrew, 
of  the  Utah  Commission,  who 
had  died  a  few  months  before. 
\\'ith  Colonel  I.  M.  Patridge, 
he  edited  that  journal  eleven 
years,  during  which  time  he 
was  an  active  member  of  the 
Arkansas  Press  Association, 
representing  that  body  as  a 
delegate  to  the  National  Edi- 
torial Association  in  the  years 
1889  and  1896. 

In  1893,  during  the  second 
administration  of  President 
Cleveland,  he  was  appointed 
deputy  stamp  collector  of 
internal  revenue  and  served 
four  years.  During  the  latter 
part  of  Governor  Fishback's 
administration  he  was  elected  Hugh  French  Reagan. 


410 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


treasurer  of  the  University  of  Arkansas  and  served  one  year.  In 
April,  1895,  Governor  Clark  appointed  him  a  member  of  the  board  of 
state  charities,  in  which  capacity  he  served  two  years.  He  served  as 
secretary  of  the  board  of  trustees  of  the  University  of  Arkansas  for 
eight  years,  including  the  entire  administration  of  Governor  Davis. 
He  is  now  serving  his  seventh  year  as  secretary  of  the  Fayetteville 
National  Building  and  Loan  Association. 

The  salaries  of  the  offices  he  has  held,  save  one,  were  very  meager, 
but  independent  of  the  services  he  has  rendered  the  public,  he  made 
several  profitable  investments  which  provided  him  with  a  competency 
and  enabled  him  to  fill  the  public  positions  efficiently.  February  14, 
1884,  he  was  married  to  Miss  Mary  Bell  Agee  of  La  Monte,  Missouri. 
They  have  only  one  child,  a  son,  Zenas  Lytton  Reagan,  who  was 
graduated  at  the  Universitv  of  Arkansas  in  the  class  of  1908. 


(Irandison  D    Royston. 


Grandison  D.  Royston,  son 

of  Joshua  and  Elizabeth 
(Watson)  Royston,  was  born 
in  Carter  County,  Tennessee, 
December  9,  1809.  He  receive^ 
his    early    education    in    th#; 
common  schools  of  his  native 
state,  and  there  prepared  for 
an  academic  course  which  he 
took  at  a  Presbyterian  acad- 
emy  in   Washington   County, 
Tennessee.  He  was  for  a  time 
a  schoolmate  of  the  girl  who 
married  Andrew  J  o  h  n  s  o  n| 
After    a    thorough    academic 
training,  he  entered   the  la) 
office   of   Judge    Emerson   a| 
Jonesboro,    Tennessee,    a  n 
was   admitted   to   the   bar  ii 
December,  1831.    He  came  tc 
Arkansas  in  1832  and  settle( 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  411 

in  Fayetteville,  where  he  resided  eight  months.  He  then  moved  to 
Washington,  Arkansas,  where  he  made  his  home  until  his  death  in 
1889.  After  moving  to  Arkansas,  General  Royston  began  the  practice 
if  law.  Then  the  State  was  his  circuit,  and  with  his  clothes  and 
library  in  a  leather  saddle  bag.  he  rode  over  the  State  and  practiced 
law.  In  1833  General  Royston  was  elected  prosecuting  attorney  for 
the  third  judicial  district  of  Arkansas.  Finding  the  practice  of  law 
more  lucrative,  he  resigned  his  'position  as  prosecuting  attorney  and 
engaged  in  law  practice. 

In  1835  he  was  elected  to  the  convention  to  frame  a  constitution 
preparatory  to  the  admission  of  Arkansas  as  a  state ;  and  in  1836  he 
was  elected  to  the  first  legislature  under  the  new  state  government 
and  the  following  year  he  was  elected  speaker  of  the  house.  In  1841 
President  Tyler  appointed  him  United  States  district  attorney  for  the 
district  of  Arkansas.  He  held  this  position  only  a  short  time  when 
he  resigned.  In  1858  he  was  elected  to  the  state  senate  from  the 
district  composed  of  the  counties  of  Hempstead,  Pike  and  Lafayette. 
At  this  session  he  became  the  father  of  the  levee  system  of  the  State. 
In  1861  he  was  elected  to  the  Confederate  Congress  and  in  that 
capacity  he  served  his  state  for  two  years.  He  was  not  a  believer  in 
secession,  but  like  many  other  men  of  his  time  he  believed  that  his 
allegiance  was  first  due  his  State.  In  1874  he  was  elected  from  Hemp- 
stead County  to  the  constitutional  convention,  and  was  made 
president  of  that  body.  In  1876  he  was  delegate  from  the  State  at 
large  to  the  national  Democratic  convention  and  voted  for  Tilden  and 
Hendricks.  He  was  a  member  of  the  board  of  trustees  of  the 
University  of  Arkansas  1881-83.  He  was  married  to  Miss  Mary 
Clarissa  Bates  in  May,  1835.  Of  this  marriage  three  children  w^ere 
born,  all  of  whom  survive:  C.  E.  Royston,  circuit  clerk  of  Hemp- 
stead County ;  William  A.  Royston,  merchant,  of  Little  Rock ;  and 
Mrs.  Irene  Jett  of  Little  Rock.  General  Royston  died  at  Washiwgton. 
Arkansas,  August  14,  1889. 


John  Ferguson  Rutherford  was  born  near  Fayetteville  in  Washing- 
ton County,  Arkansas,  in  1859.  He  received  his  early  training  in  the 
schools  near  his  home  and  later  entered  the  University  of  Arkansas. 


412 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


After  leaving  school  he  was  employed  by  Reed  and  Ferguson, 
merchants  in  Fayetteville.  He  lived  at  Fayetteville  until  he  was 
twenty  years  old.     When  he  entered  business  he  had  no  thought  of 

becoming  a  lumberman,  but 
his  interest  in  this  business 
was  enlisted  by  the  building 
of  the  St.  Louis  and  San 
Francisco  Railway  south  from 
Monett,  Missouri.  The  line 
passes  through  a  section  of 
Arkansas  rich  in  natural 
resources.  Mr.  Rutherford 
helped  to  build  the  line,  his 
work  consisting  mainly  in 
furnishing  the  bridge  timbers 
and  heavy  construction  mate- 
rial, which  he  cut  from  the 
native  white  oak  found  along 
the  right  of  way.  In  1885  he 
made  an  extended  trip 
through  southern  Arkansa^ 
with  the  view  of  locating.  H< 
decided  to  locate  at  Pin< 
Bluff,  then  a  town  of  fifteei 
hundred.  The  company  firs 
formed  was  known  as  O. 
Peck  Company.  In  1889  the  name  was  changed  to  the  Bluff  Citj 
Lumber  Company.  In  the  meantime  Mr.  Rutherford  became  asso- 
ciated with  Mr.  Charles  La  Due,  a  pioneer  lumberman  of  that  section 
of  the  State.  They  operated  a  planing  mill  at  Cleo,  Arkansas.  After 
a  time  Mr.  Rutherford  bought  out  Mr.  La  Due's  interest  in  the 
business  and  subsequently  sold  out  to  the  Bluff  City  Lumber 
Company. 

A  short  time  ago  (1909)  he  submitted  a  proposition  to  the  business 
men  of  Pine  Bluff  which  was  finally  accepted.  The  proposition! 
which  was  the  result  of  negotiations  with  the  Rock  Island  system, 


John  Ferguson  Rutherford. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


413 


looks  to  the  raising  of  fifty  thousand  dollars  among  the  local 
merchants  and  business  interests,  as  a  bonus  to  be  paid  to  secure 
the  formation  of  a  new  railway  company,  and  the  extension  of  the 
line  so  that  a  traffic  arrangement  can  be  entered  into  with  the  Rock 
Island  system.  The  rapid  growth  of  the  Bluff  City  Lumber  Company 
is  due  to  ^Ir.  Rutherford's  energy  and  unusual  ability.  His  work  in 
southern  Arkansas  is  fast  bringing  that  section  of  the  State  to  the 
front  rank.  He  was  appointed  to  membership  on  the  board  of  trustees 
of  the  University  of  Arkansas  in  1907.  He  was  married  to  Miss  Jones 
of  Little  Rock.  Three  children,  one  son  and  two  daughters,  have  been 
born  to  them. 


John  N.  Sarber  was  born  in  Pittsburg,  Pennsylvania,  October  29, 
1838.  He  removed  to  Kansas  City  with  his  parents  at  the  age  of  four- 
teen years,  and  two  years  later  they  removed  to  Manhattan,  Kansas. 
From  there  he  enlisted  in  the 
2d  Kansas  cavalry  at  the 
beginning  of  the  Civil  War 
and  served  as  scout  with  the 
rank  and  pay  of  brigadier- 
general  in  that  regiment  until 
the  close  of  the  war.  After 
the  war  he  moved  to  i\rkansas 
and  was  elected  to  the  consti- 
tutional convention  of  1868, 
He  was  elected  to  the  state 
senate  the  same  year  and 
served  in  the  sessions  of  1868, 
1869  and  1871.  In  1872  he  was 
appointed  by  President  Grant 
United  States  marshal  for  the 
western  district  of  Arkansas 
and  lived  in  Fort  Smith 
during  the  one  term  he  served 
as  marshal.  He  then  returned 
to  Clarksville,  where  he  lived 
until    his   death,   October  23,  John  x.  Sarber. 


414  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

1906.  Shortly  after  the  close  of  war  he  was  admitted  to  the  bar  and 
practiced  before  all  the  courts  of  Arkansas.  He  was  the  undisputed 
leader  of  Republican  politics  in  Johnson  County  and  was  for  thirty- 
five  years  and  until  the  time  of  his  death  chairman  of  the  Republican 
organization  of  that  county.  He  was  one  of  the  306  delegates  to 
the  Republican  National  Convention  of  1880  wdio,  with  Roscoe  Conk- 
ling,  stood  until  the  last  for  the  renomination  of  President  Grant  for 
a  third  term.  He  was  a  member  of  the  first  board  of  trustees  for  the 
University  of  Arkansas  and  was  chairman  of  the  committee  selected 
to  locate  the  university.    He  resigned  November  10,  1872. 

He  was  married  to  Miss  Sue  Rose  December  5,  1866.  Six  children 
were  born  to  them,  four  of  whom  survive.  Their  names  are :  Lucy, 
Frank,  J.  N.  Sarber,  Jr.,  May  and  Richard. 


Elhanan  J.  Searle,  eldest  son  of  James  and  Elizabeth  (Quinn] 
Searle,  was  born  at  Royalton,  Fairfield  County,  Ohio,  January  11 
1835.  His  ancestors,  both  paternal  and  maternal,  were  engaged  ii 
nearly  all  of  the  Indian  wars  of  colonial  days  and  in  the  war  ioi 
independence.  In  1855  Elhanan  left  home  for  the  purpose  ot 
acquiring  a  thorough  education,  entering  the  Rock  River  Seminary 
at  Mount  Morris,  Illinois,  where  he  prepared  for  college.  He  entere( 
Northwestern  University  at  Evanston  in  1856.  He  completed  ihi 
course  in  three  years,  graduating  in  1859  with  the  B.  A.  degree.  H( 
later  received  the  A.  M.  from  the  same  institution.  While  still  ii 
the  Northwestern  University  he  commenced  the  study  of  law  undet 
General  Beveridge,  of  Chicago,  and  upon  completion  of  his  course  there 
he  went  to  Springfield,  where  he  entered  the  office  of  Lincoln  and 
Herndon.  He  passed  the  examination  before  the  supreme  court  of 
the  State  in  1861  and  was  admitted  to  the  bar.  Mr.  Searle  entered 
the  Union  army  as  a  private  in  company  H,  10th  Illinois  volunteer 
cavalry.  He  served  during  the  period  of  the  war  and  was  promoted 
from  private  to  lieutenant-colonel.  He  took  part  in  the  battles  of 
Cane  Hill,  Prairie  Grove,  and  Fayetteville,  Arkansas;  Perryville. 
Indian  Territory ;  and  Camden  and  Jenkins  Ferry,  Arkansas. 

It  was  through  an  incident  of  the  war  that  Colonel  Searle  decided 
to  locate  in  Arkansas  at  its  conclusion.     In  lanuarv,  1863.  Dr.  I.  M. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  415 

Tohnson.  a  resident  of  that  State,  requested  him  to  assist  in  the 
organization  of  a  regiment  of  Arkansas  troops.  He  consented  and 
recruited  the  first  Arkansas  volunteer  cavalry,  of  which  he  became 
lieutenant-colonel  and  with  which  he  served  until  the  close  of  the 
war,  having  been  mustered  out  of  the  serAice  August  10,  1865.  He 
also  assisted  in  recruiting  the  second  and  fourth  regiments  of 
volunteer  cavalry  of  that  State. 

Upon  his  discharge  from  military  service  he  located  in  Arkansas 
and  entered  upon  the  practice  of  his  profession  in  the  western  part 
of  the  State.  On  the  19th  of  February,  1866,  Colonel  Searle  was 
commissioned  as  prosecuting  attorney  for  the  ninth  judicial  circuit 
of  Arkansas  and  was  also  appointed  United  States  commissioner  for 
the  western  district  of  Arkansas.  He  also  acted  during  this  time 
as  assistant  attorney  for  the  United  States  district  and  circuit  courts 
for  said  district.  These  positions  he  filled  until  January  1,  1867, 
when  he  was  commissioned  as  circuit  judge  of  the  ninth  judicial 
district  by  the  provisional  governor  of  the  State.  He  served  under 
this  commission  until  July  "22,  1868,  when  he  was  commissioned  by 
Governor  Clayton  as  an  associate  justice  of  the  supreme  court  of  the 
State  and  served  nearly  two  years,  when  he  was  elected  for  a  term 
of  eight  years  to  succeed  himself  November  5,  1872.  Under  this 
commission  he  served  until  the  fall  of  1874,  when  his  term  was 
cut  short  by  the  inauguration  of  a  new  government  under  a  new  state 
constitution. 

Colonel  Searle  during  this  time  served  on  the  state  board  of 
education  for  several  years ;  also  as  one  of  the  trustees  of  the 
University  of  Arkansas  from  its  inception  in  1871  to  the  time  of  his 
departure  from  the  State.  He  in  part  prepared  the  plan  of  organiza- 
tion and  instruction  for  the  institution. 

In  the  fall  of  1875  Colonel  Searle  returned  to  Illinois  and  located 
in  Chicago.  Later  he  removed  to  Pana,  where  he  owned  a  large 
tract  of  land,  and  where  he  served  for  two  terms  as  city  attorney. 
In  1887  he  returned  to  his  old  home  in  Rock  Island  County,  Illinois. 
He  retired  from  the  active  practice  of  the  law  and  purchased  a  home 
in  the  city  of  Rock  Island,  where  he  lived  until  his  death,  August  18, 
1906.    The  bar  of  Rock  Island  Countv  attended  his  funeral  in  a  bodv 


416  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

and  later  held  a  memorial  service  attended  by  the  members  of  the 
local  bar,  by  members  of  the  bar  of  surrounding  counties  and  by 
judges  of  the  circuit  and  supreme  court  of  the  State. 

Colonel  Searle  is  survived  by  his  widow,  Cassie  (Pierce)  Searle, 
to  whom  he  was  married  in  1861,  and  by  two  children,  Charles  and 
Miss  Blanche  Searle. 


T.  M.  Seawell  was  born  at  Yellville,  Arkansas,  August  24,  1873. 
He  attended  the  public  and  private  schools  at  that  place  until  he 
was  fourteen  years  of  age,  at  which  time  he  entered  Central  College  at 
Fayette,  Missouri,  and  afterwards  Hendrix  College  while  it  was 
located  at  Altus,  Arkansas.  He  then  entered  the  law  department  of 
Washington  and  Lee  University  at  Lexington,  Virginia,  from  which 
he  was  graduated  at  the  age  of  nineteen.  He  located  in  the  practice 
of  law  at  Little  Rock  and  during  the  session  of  the  general  assembly 
in  1893,  that  body  enacted  a  special  law  authorizing  the  supreme  court 
to  examine  him  and  if  found  qualified  to  grant  him  a  license  to  practice 
law.  He  was  twenty  years  of  age  at  that  time.  The  examination 
was  held  and  he  was  admitted  to  practice.  He  served  about  three 
years  as  deputy  prosecuting  attorney  of  that  district,  and  was  engaged 
in  general  practice  in  that  city  for  about  ten  years.  He  is  at 
present  located  at  Springfield,  Missouri,  engaged  in  the  practice  of 
law,  being  a  member  of  the  firm  of  Hamlin  and  Seawell.  He  was  a 
member  of  the  board  of  trustees  of  the  University  of  Arkansas  under 
the  administration  of  Governor  Dan  W.  Jones,  having  been  appointed 
to  fill  the  unexpired  term  of  W.  H.  Langford  (1899-1900)  of  Pine  Bluff. 
He  was  the  youngest  member  ever  serving  on  that  board. 


Jerry  Curtis  South  was  born  at  Frankfort,  Kentucky,  March  24, 
1867,  but  came  to  Arkansas  when  he  was  six  months  old.  He  comes 
from  a  long  line  of  illustrious  ancestors.  His  father,  Samuel  South, 
was  one  of  the  Confederate  soldiers  who  were  voted  medals  by  the 
Confederate  Congress  for  gallant  and  meritorious  conduct  on  the 
battlefield.     His  great-grandfather  on  the  paternal  side  was  General 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


417 


Samuel  South  of  the  war  of 
1812.  He  was  the  witness  whom 
Colonel  Richard  Malcomb 
Johnson  relied  upon  for  proof 
that  it  was  he  who  killed 
Tecumseh  in  the  battle  of  the 
Thames.  Upon  attaining 
school  age  Jerry  Curtis  South 
was  sent  to  the  public  schools 
of  Frankfort,  Kentucky;  and 
later  to  the  Old  Kentucky 
Military  Institute,  where  he 
received  the  B.  A.  degree.  He 
then  took  a  law  course  in  the 
University  of  Virginia.  He 
has  practiced  law  at  Moun- 
tain Home,  Arkansas,  since 
1889. 

For  ten  years  Mr.  South 
was  a  member  of  the  Arkan- 
sas legislature.  He  has  been 
a  delegate  to  state  and 
national  Democratic  conven- 
tions for  twenty  years  past.  He  was  appointed  a  member  of  the  board 
of  trustees  of  the  Universit}^  of  Arkansas  and  he  served  about  three 
years,  until  the  State  was  redistricted  in  such  a  way  as  to  leave 
the  city  of  Fayetteville  in  the  district  which  he  then  represented,  and 
the  member  from  this  district  was  appointed  from  Fayetteville. 
During  his  service  upon  said  board  of  trustees  he  worked  to  secure 
a  visit  of  the  legislature  as  a  body  to  the  university.  Being  delegated 
to  address  the  legislature  he  spoke  on  the  educational  needs  of  the 
State,  and  particularly  pointed  out  the  inadequacy  of  the  university 
buildings  then  in  use.  It  was  his  effort  during  his  service  upon  the 
board  to  eliminate  politics  from  the  affairs  of  the  university  and  to 
make  merit  the  only  consideration  in  the  selection  and  retention  of 
members  of  the  faculty.  He  has  repeatedly  stated  that  his  service  upon 
this  board  was  the  most  interesting  and  agreeable  public  service  ever 


Jerry  Curtis  South. 


418 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


rendered  by  him,  and  always  says  that  there  was  greater  opportunity 
to  accomplish  something  for  the  State  of  Arkansas  in  careful  service 
upon  this  board  than  in  any  other  position  in  any  branch  of  the 
State's  affairs.  He  was  captain  in  the  Arkansas  volunteer  infantry 
in  the  Spanish-American  War,  but  was  never  sent  to  the  front.  He 
was  married  to  Miss  Ellen  Chappel  Hargis  of  Louisville,  Kentucky, 
in  December,  1908.    Of  this  union  one  son,  Jerry  C.  Jr.,  has  been  born. 


Henry  Stroup  was  born  at  Selma,  Alabama,  August  14,  1861.  His 
father  moved  to  Arkansas  when  Henry  was  a  small  boy.  In  1878, 
at  the  age  of  seventeen,  he  entered  the  University  of  Arkansas  and 

received  the  B.  A.  degree  in 
1883.     After  his  graduatioiri 
he  entered  the  teaching  pro-l 
fession  and  was  principal  o^ 
the  high  school  at  Charles- 
ton, Arkansas.     During  this 
time  he  studied  law  and  was 
admitted  to  the  bar  in  1885. 
The    same   year   he   wa 
elected   representative  o\ 
Logan   County  and   in    18^ 
he  was  elected  circuit  clerk" 
of  Logan  County.  This  posi- 
tion he  held  until  1890.    At 
the  outbreak  of  the  Spanish- 
American  War  he  recruited 
a  company  of  one  hundred 
and    twenty-six    men    from 
Logan    County,    which 
entered    the    service   in    the 
first  Arkansas  volunteers  as 

Henry  Stroup.  t;^      tvt       o^ 

company  K.  Mr.  Stroup  was 
made  captain  of  this  compan)^  and  served  until  the  close  of  the  war. 
He  was  appointed  a  trustee  of  the  University  of  Arkansas  in   1900 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


419 


and  served  eight  years.  He  is  at  present  a  planter  on  an  extensive 
scale,  and  is  also  engaged  in  the  extension  of  the  Arkansas  Central 
Railway.  He  was  married  to  Miss  Ella  Tittsworth  in  1885.  Of  this 
union  three  sons,  Almon,  Henry  Junior  and  Dwight,  and  three 
daughters,  Zenia,  Zinga,  and  Zeta  have  been  born. 


John  Calvin  Walker,  son  of  John  and  Eleanor  Walker,  was  bom 
in  Lafayette  County,  Mississippi,  March  24,  1839.  He  came  to 
Arkansas  in  1857,  where  he  received  his  early  education.  After  having 
attended  the  common  schools  for  a  short  time  he  entered  the  high 
school  at  Monticello,  Arkan- 
sas. H  i  s  education  was 
abruptly  terminated  by  the 
breaking  out  of  the  Civil 
War.  After  the  war  he 
taught  in  the  rural  schools 
for  three  years.  He  then 
entered  the  medical  depart- 
ment of  Tulane  University, 
from  which  he  was  gradu- 
ated in  1869.  After  his 
graduation  he  made  his  home 
a  t  Calhoun,  Columbia 
County,  Arkansas.  He 
served  Columbia  County  for 
two  terms  in  the  state  legis- 
lature, first  in  1873  and  again 
in  1877-79.  It  was  during 
his  first  term  in  the  legis- 
lature that  he  was  appointed 
as  a  member  of  the  board 
of  trustees  of  the  University 
of  Arkansas.  Dr.  Walker  was  married  to  Miss  Salena  Katherine 
Caver  in  March,  1864.  Of  this  union  two  sons  and  one  daughter 
were  born.    He  died  in  1879. 


John  Calvin  Walker. 


420 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


William  Nicholas  Yates  was  born  at  Cane  Hill,  Washington 
County,  Arkansas,  December  18,  1851.  He  was  educated  at  Cane 
Hill  College,  from  which  he  received  the  B.  A.  degree  in  1874.  Dr. 
Yates'  preceptor  in  medicine  was  the  venerable  Dr.  W.  B.  Welch  of 

Fayetteville,  Arkansas.     He 
graduated    i  n    medicine    i  n 
1878    at    the    old    Missouri 
Medical    College,   now   the 
medical    department  of 
Washington   University,  St. 
Louis.     The  first  ten  years 
of  his  professional  life  wer< 
spent  at  Cincinnati,  Arkan- 
sas.    He  moved  to  Fayette- 
ville in  May,  1889,  where  he 
has  since  lived  and  engage( 
in   a   general   practice.      H 
was  appointed  a  member  ol 
the  board  of  trustees  of  th( 
University   of   Arkansas   bj 
Governor  Fishback  in  1895^ 
to   fill   out   the    unexpire( 
term  of  Honorable  J.  N.  Till^ 
man,  resigned.  It  was  during 
Dr.  Yates'  term  of  service  oi 
the  board  that  the  university  was  changed  from  a  summer  to  a  wintei 
school  with  a  summer  vacation.    Dr.  Yates  was  a  strenuous  advocate 
of  this  change  and  did  all  in  his  power  to  bring  it  about.     From  this 
change  dates  its  greater  growth  and  greater  usefulness.     Dr.  Yates  is^ 
a  member  of  the  Washington  County  Medical  Association,  and  thel 
Frisco  System  Medical  Association,  being  a  division  suregon  on  the| 
Frisco  Railway  System.     He  is  married  and  has  one  son  and  one| 
daughter. 


William  Nicholas  Yates. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


421 


I  III.     The  Presidents. 

Noah  Putnam  Gates,  son  of  Nathan  and  Carolina  (Davidson) 
Gates,  was  born  near  Princeton,  Caldwell  County,  Kentucky,  November  i8, 
1832.  His  early  education  was  obtained  in  church  schools  of  Kentucky  and 
Missouri.  After  having  attended  Chapel  Hill  College  at  Chapel  Hill, 
Missouri,  and  Princeton  College  at  Princeton,  Kentucky,  he  entered  the 
Illinois  Normal  University;  later  he  became  a  student  in  the  University 
of     ^lichisran.       H  e 


received  no  degrees 
from  these  schools,  but 
in  1880  the  board  of 
trustees  of  the  Uni- 
versity of  Arkansas 
conferred  the  A.  M. 
upon  him. 

His  early  ambition 
was  to  enter  the  min- 
istry, and  his  edu- 
cation had  looked 
toward  this  calling. 
He  took  up  teaching 
as  a  means  of  com- 
pleting his  education, 
and  as  his  love  for 
this  work  grew  he 
was  convinced  that  his 
greatest  sphere  of  use- 
fulness was  in  the 
school  room.  He  was 
at  the  beginning  of  his 
career  connected  with 
public  schools ;  six 
years    at    Charleston, 

Illinois ;  three  years  at  Mattoon,  and  for  a  time  at  Little  Rock,  Arkansas. 
Successful  work  brought  him  more  responsible  positions,  recognition  in 
school  circles  of  the   State,  and  the   friendship  and  advice  of  leading 


Noah  Putnam  Gates. 


422  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

educators.  The  rigorous  winters  of  Illinois  undermined  his  health,  and 
in  August,  1869,  he  resigned  the  superintendency  of  the  school  at  Mattoon, 
to  accept  a  similar  position  at  Little  Rock,  Arkansas.  In  January,  1872, 
he  resigned  his  position  at  Little  Rock  and  accepted  the  work  of  organizing 
the  University  of  Arkansas.  As  acting  president  of  this  institution  his 
scope  of  usefulness  was  materially  broadened.  However,  the  presidency 
was  not  his  chosen  work ;  he  accepted  it  on  the  understanding  that  he 
should  be  given  the  normal  department  as  soon  as  a  president  could  be 
secured.  He  acted  as  president  of  the  institution  until  June,  1873,  at 
which  time  he  was  made  principal  of  the  normal  department.  He  served 
in  this  capacity  until  1875,  when  he  was  again  called  to  the  presidency. 
He  continued  as  president  until  1877  when  he  was  again  made  principal 
of  the  normal  department.  He  resigned  in  1884  to  accept  the  superin- 
tendency of  the  Fort  Smith  schools.  He  continued  as  superintendent  until 
1889  when  he  returned  to  Fayetteville  as  superintendent  of  the  schools 
there.    In  1902  he  retired  because  of  illness. 

Professor  Gates'  services  to  the  university  in  the  early  period  of  its 
existence  were  most  valuable.  The  planning  of  work,  employment  of 
labor  as  well  as  teachers,  the  letting  of  contracts  and  the  supervision  of  all 
classes  of  work  devolved  upon  him ;  and  at  the  same  time  he  did  much 
of  the  teaching.  He  also  found  time  to  come  into  personal  touch  with  the 
students,  and  he  availed  himself  of  the  opportunity  to  know  them  in  a 
personal  way,  and  to  influence  and  direct  their  development.  He  was 
active  in  state  educational  matters  and  traveled  much  during  vacation  in 
the  interest  of  the  university,  delivering  lectures  and  holding  institutes. 

He  soon  recognized  the  disadvantages  of  Fayetteville's  isolation  and 
took  an  active  part  in  every  movement  which  promised  railway  connection. 
What  is  now  the  Frisco  system  is  built  largely  over  a  route  surveyed  by 
an  engineering  party  sent  out  by  an  organization  of  Fayetteville  citizens, 
he  being  one  of  the  active  spirits.  He  is  said  to  have  paid  a  large  part 
of  the  expense.  He  was  also  active  in  the  development  of  Fayetteville 
and  heartily  supported  any  measures  which  improved  the  city.  Mr.  Gates 
was  one  of  the  pioneer  educators  of  the  State,  having  been  the  first 
superintendent  and  responsible  for  the  first  organization  of  the  public 
school  systems  of  Little  Rock,  Fort  Smith,  and  Fayetteville. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  423 

He  was  married  to  Miss  Lucy  Cash,  July  4,  i860.  Nine  children  were 
the  fruits  of  this  union.  He  died  at  Little  Rock,  Arkansas,  April  18,  1909, 
and  was  accorded  a  public  funeral  in  the  university  chapel  at  Fayetteville, 
attended  by  the  cadets. 


Albert  Webb  Bishop,  son  of  Calvin  and  Emily  (Webb)  Bishop, 
was  born  on  January  8,  1832,  in  Alden,  Erie  County,  New  York.  He 
received  the  degree  of  B.  A.  from  Yale  in  1853. 

The  year  after  graduation  he  was  principal  of  Cortland  Academy, 
Cortland,  N.  Y.  He  then  studied  law  two  years  in  Buffalo,  was  for  a 
time  connected  with  the  firm  of  Bowen  &  Rosrers,  and  afterward  practiced 
by  himself  until  i860, 
when  he  removed  to 
La  Crosse,  Wisconsin. 
From  there  he  enlisted 
in  the  United  States 
anny  in  August,  1861, 
as  second  lieutenant  of 
battery  A,  first  Wis- 
consin light  artillery, 
and  was  afterward 
captain  of  the  second 
Wisconsin  cavalry 
volunteers.  He  was 
then  lieutenant-colonel 
of  the  first  Arkansas 
cavalry  volunteers, 
chief  of  cavalry  of  the 
district  of  southwest- 
em  Missouri,  and 
commanded  the  post 
of  Fort  Smith,  Arkan- 
sas. In  1864  he  was 
appointed  adjutant- 
general  of  Arkansas 
and,  in  order  to  devote  Albert  Webb  Bishop. 


424  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

his  attention  fully  to  the  office,  resigned  from  the  army  in  1865.  Two 
years  later  he  became  register  in  bankruptcy  for  the  second  district  of 
Arkansas,  and  held  that  office  until  1873.  In  1871  the  Arkansas 
Industrial  University  at  Fayetteville  was  established  by  the  legislature, 
and  General  Bishop  became  treasurer  and  one  of  its  trustees,  and 
from  1873  to  1875  was  president.  In  1875  he  was  again  appointed 
adjutant  general  of  the  State,  and  the  next  year  was  the  Republican 
candidate  for  governor  of  Arkansas.  During  most  of  his  residence  in 
the  State  his  home  was  in  Little  Rock,  where,  beside  his  official  duties, 
he  carried  on  his  law  practice.  In  1879  he  returned  to  Buffalo  and 
continued  the  practice  of  his  profession.  He  was  a  public-spirited 
man  and  was  one  of  the  founders  of  the  Young  Men's  Association, 
which  preceded  the  public  library.  He  was  the  author  of  "Loyalty  on 
the  Frontier." 

He  married  Miss  Maria  L.,  daughter  of  Henry  and  Hannah  (Hamlin) 
Woodard,  of  Cortland,  N.  Y.,  September  15,  1857.  She  died  in  Buffalo 
in  i860,  and  in  1871  General  Bishop  married  Miss  Kate  Compton,  of  Little 
Rock,  Arkansas.     A  daughter  by  the  first  marriage  survives  him. 

General  Bishop  died  suddenly  of  heart  disease  at  Buffalo,  on  November 
29,  190 1,  in  his  70th  year. 


Daniel  Harvey  Hill  vvras  born  at  Hill's  Iron  Works,  York  District, 
South  Carolina,  July  12,  1821.  He  was  the  son  of  Solomon  Hill  and  a 
grandson  of  two  Revolutionary  soldiers.  Colonel  William  Hill  and  Thomas 
Cabeen.  He  spent  his  youth  at  his  home,  but  later  entered  West  Point, 
from  which  he  was  graduated  in  1842  in  the  engineer  corps.  That  being 
full  he  was  assigned  to  the  artillery.  He  went  into  the  Mexican  War  as 
second  lieutenant  of  artillery,  but  was  promoted  to  first  lieutenant 
for  gallantry  at  Contreras  and  Churubusco.  He  was  again  promoted 
for  gallantry,  this  time  to  the  rank  of  captain,  and  was  later  made 
brevet  major  for  gallantry  in  storming  Chapultepec.  The  State  of 
South  Carolina  presented  him  with  a  gold  sword  in  recognition  of  the 
honor  he  reflected  upon  her  in  this  war.  In  1849  he  resigned  from 
the  army  and  accepted  the  chair  of  mathematics  in  Washington 
College,  now  Washington  and  Lee  University.  He  spent  six 
years  here,  then  accepted  a  similar  chair  in  Davidson  College,  North 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


425 


Carolina.  After  hav- 
ing served  four  years 
in  this  institution  he 
resigned  to  enter  the 
service  of  the  North 
Carolina  Military- 
Institute,  as  super- 
intendent. He  con- 
tinned  in  this 
position  until  the 
Civil  War. 

When  the  call  for 
volunteers  came  he 
responded  and  be- 
came colonel  of  the 
1st  North  Carolina 
regiment.  On  May 
6,  1861,  in  command 
of  his  regiment  he 
fought  the  first  land 
battle  of  the  war, 
defeating  General  B. 
F.  Butler.  In  Sep- 
tember, 1861,  he  was 
promoted  to  briga- 
dier general,  and  in 

February,  1862,  he  was  made  major  general.  To  follow  his  career 
as  major  general  would  be  to  write  a  history  of  the  army  of  Northern 
Virginia.  He  took  a  leading  part  in  the  Peninsular  campaign,  the 
Seven  Day's  Battle  and  the  Maryland  campaign.  While  participating 
in  most  of  the  great  battles  of  the  army  of  Northern  Virginia  his  most 
noted  services  were  at  Seven  Pines.  Gaines'  Mill,  South  Mountain  and 
Sharpsburg. 

After  the  battle  of  Fredericksburg  he  assumed  command  of  the  army 
in  North  Carolina,  but  was  later  recalled  to  take  command  of  the  defenses 
of  Petersburg  and  Richmond.  In  July,  1863,  President  Davis  appointed 
him  lieutenant-general  and  assigned  him  to  command   in  the  army  of 


Daniel  Harvey  Hill. 


426  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

General  Joseph  E.  Johnston.  He  was  later  changed  to  the  army  of 
General  Bragg.  He  was  in  all  the  movements  leading  up  to  the  battle  of 
Chickamauga  and  took  an  important  part  in  that  battle. 

At  the  close  of  the  war  he  returned  to  North  Carolina  and  established 
a  monthly  magazine,  "The  Land  We  Love,"  at  Charlotte.  This  paper  was 
devoted  to  the  literature  and  history  of  the  South.  In  1869  it  was 
merged  with  the  ''New  Eclectic  Magazine"  of  Baltimore.  General  Hill 
then  established  a  newspaper,  "The  Southern  Home."  This  continued  in 
circulation  until  the  reconstruction  government  disappeared  from  the 
State.  It  was  no  longer  needed.  In  1877  General  Hill  accepted  the 
presidency  of  the  University  of  Arkansas.  His  administration  is  one 
of  the  most  efficient  in  the  history  of  the  institution.  He  dropped  some 
of  the  lower  classes  of  the  preparatory  department,  reintroduced  the 
demerit  system,  raised  standards,  increased  the  attendance  and  brought 
the  university  to  the  attention  of  the  State.  General  Hill  himself  taught 
mental  and  moral  philosophy  and  political  economy.  He  won  th 
confidence  and  esteem  of  his  students  and  was  aflfectionately  called  General 
Hill  by  them.  He  had  a  somewhat  stern  demeanor,  but  was  of  a  kindly 
disposition.  The  unpardonable  sin  in  his  eyes  was  drunkenness.  If  a 
boy  drank  intoxicating  liquors  and  the  fact  came  to  the  attention  of  the 
general,  the  boy  was  promptly  expelled.  He  insisted  that  the  degree  of 
intoxication  was  of  small  consequence  and  refused  to  distinguish  betweei 
a  "gentlemanly  tight"  and  a  "beastly  drunk."  He  was  a  devout  christian 
and  impressed  the  students  with  the  necessity  of  a  religious  life. 

In  1882  the  board  of  trustees  conferred  on  him  the  degree  of  LL.  D. 
For  a  fuller  statement  of  his  work  in  connection  with  the  university  see 
the  chapter  devoted  to  his  administration.  He  resigned  in  1884  and  went 
to  southern  Georgia  for  his  health.  After  resting  a  year  he  accepted  the 
presidency  of  the  A.  &  M.  College  at  Milledgeville.  His  son,  D.  H. 
Hill,  Jr.,  was  in  the  faculty  and  relieved  him  of  many  of  the  burdens  of 
administration,  but  failing  health  compelled  him  to  resign  in  1889.  He 
returned  to  his  old  home  in  Charlotte,  North  Carolina.  He  died  there 
September  24,  1889,  and  was  buried  at  Davidson  College,  North  Carolina. 

General  Hill  was  married  to  Miss  Isabella  Morrison  on  November  24, 
1848.  Of  this  marriage  were  born  nine  children,  five  of  whom  are  living, 
viz.,  Eugenia,  wife  of  Thos.  J.  Arnold,  of  Beverly,  West  Virginia;  Dr. 
Randolph  W.  Hill,  Los  Angeles ;  Miss  Nancy  Lee  Hill,  D.  H.  Hill,  Jr.. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


427 


vice-president  and  professor  of  English,  North  Carolina  A.  &  M.  College, 
and  Joseph  M.  Hill,  ex-chief  justice  of  Arkansas,  Fort  Smith. 


George  Mathews  Edgar,  LL.  D.,  was  born  March  1,  1837,  at  Union, 
Monroe  County,  Virginia,  of  Scotch-Irish  parentage.  After  receiving  an 
elementary  education,  he  entered  the  Virginia  Military  Institute  at  Lexing- 
ton, January  i,  1853.  He  graduated  in  July,  1856,  fifth  in  his  class.  The 
institution  conferred  no  degrees.  A  year  later  he  became  assistant 
professor  in  his  alma  mater  and  assisted  Major  William  Gilham  in  giving 
laboratory  instruction 
in  chemistry.  In  1859 
he  accepted  the  pro- 
fessorship of  natural 
philosophy  and  astron- 
omy in  the  North 
Carolina  Military 
Institute  at  Charlotte, 
and  in  the  autumn  of 
the  following  year  he 
became  professor  of 
natural  science  in  the 
Florida  State  Semi- 
nary at  Tallahassee, 
where  he  was  at  work 
when  the  Civil  War 
broke  out. 

April  2  Professor 
Edgar  enlisted  as  a 
private,  and  at  Fort 
Barancas,  near  Pensa- 
cola,  he  served  as  ser- 
geant-major and  drill 
master  of  the  first 
Florida  regiment. 
Soon  after  the  seces- 
sion of  Virginia  he  obtained  a  discharge,  returned  to  his  native  state,  and 


George  Mathews  Edgar. 


428  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

assisted  in  raising  a  company  in  his  home  county,  of  which  he  was  made 
first  Heutenant.  His  company  took  part  in  the  Kanawha  Valley  campaign, 
and  as  a  result  Professor  Edgar  was  made  captain.  Detached  from  the 
Wise  legion  in  the  winter,  his  company  became  one  of  five  companies  to 
form  a  battalion,  the  26th  Virginia,  sometimes  called  Edgar's  battalion,  of 
which  he  was  elected  major,  in  the  spring,  and  later  lieutenant-colonel. 
As  commander  of  this  battalion  he,  for  three  years,  participated  in  many 
engagements,  chief  of  which  were  the  battles  of  Lewisburg,  where  he 
was  shot  through  the  chest,  and  Rocky  Gap,  JMew  Market,  Second  Cold 
Harbor  and  Winchester,  where  he  and  his  company  rendered  important 
service.  At  Winchester  he  was  captured  and  for  a  time  he  suffered  the 
misfortunes  of  a  prisoner.  He  was  later  paroled  because  the  condition 
of  his  health  rendered  him  unfit  for  service.  He  was  later  exchanged,  and 
recovering  his  health  he  recruited  a  brigade  which  he  commanded  until 
Lee's  surrender.  The  ladies  of  Lewisburg  presented  him,  in  1863,  a  sword 
in  honor  of  his  service  in  defending  the  town.  The  courage  and  efficienc) 
of  Colonel  Edgar  in  war  are  attested  by  the  reports  of  superior  officer? 
to  be  found  in  the  Records  of  the  War  of  the  Rebellion. 

The  war  over.  Colonel  Edgar  entered  the  University  of  Virginia 
order  to  prepare  himself  more  thoroughly  for  the  work  of  an  educator. 
Here  he  studied  mathematics,  physics  and  chemistry  until  the  spring  of 
1866,  when  he  accepted  the  chair  of  mathematics  in  Oakland  College, 
Mississippi.  Here  he  taught  for  two  and  a  half  years,  also  being  chairman 
of  the  faculty  for  a  time.  Here  he  married  Miss  Rebecca  Fry,  daughter 
of  Judge  Joseph  L.  Fry,  of  Lewisburg,  West  Virginia.  Of  this  marriagCa 
two  daughters  and  four  sons  were  born.  All  received  a  college  education! 
His  son,  George,  an  electrician,  was  killed  by  electricity  in  1898;  Johr 
Edgar  is  a  wholesale  grain  merchant  in  Memphis ;  a  third  son.  Bliss,  is 
principal  of  Edgar's  School  for  Boys  at  Montgomery,  Alabama;  Grahar 
Edgar,  a  Ph.  D.  of  Yale,  is  instructor  in  chemistry  in  the  University  oi 
Virginia ;  his  two  daughters  are  the  wives  respectively  of  Dr.  J.  T. 
Vansant,  of  Bowling  Green,  Kentucky,  and  Professor  Ormond  Somerville, 
of  the  law  department  of  the  University  of  Alabama. 

In  1868  Colonel  Edgar  resigned  his  position  in  Oakland  College  and 
for  fifteen  years  he  conducted  schools  for  boys  and  girls  in  Kentucky, 
Franklin  Female  College,  Edgar  Institute,  Anchorage  Training  School 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  429 

for  Boys,  and  Bowling  Green  Female  College.  In  June,  1884,  he  was 
elected  president  of  the  University  of  Arkansas.  He  assumed  the  office 
at  a  time  when  there  was  a  bitter  controversy  in  the  faculty.  He  attempted 
to  administer  the  institution  with  the  old  faculty  of  General  Hill.  In  this 
he  was  only  partly  successful.  However,  the  general  assembly  of  1885 
relieved  him  of  further  embarrassment  by  calling  for  the  reorganization 
of  the  university.  Upon  the  basis  of  this  act  the  board  made  a  clean  sweep 
of  the  whole  faculty  and  gave  the  president  a  new  corps  of  instructors. 
His  administration  is  also  marked  by  the  growth  of  an  agrarian  movement 
in  the  State,  which  culminated  in  1887  in  an  act  calling  for  the  complete 
reorganization  of  the  university  along  agricultural  and  industrial  lines. 
To  this  legislation  Colonel  Edgar,  though  he  had  favored  industrial 
education,  was  opposed,  and  feeling  himself  out  of  touch  with  the  new 
situation,  he  resigned  in  June,  1887. 

A  few  weeks  after  his  resignation  Colonel  Edgar  accepted  the 
presidency  of  the  Florida  State  Seminary  at  Tallahasse,  where  he  had 
served  as  professor  before  the  war.  During  the  five  years  of  his  connection 
with  the  seminary  he  added  to  its  buildings,  raised  its  course  of  study  and 
strengthened  its  equipments.  From  here  he  went  to  the  University  of 
Alabama  in  1892  as  professor  of  physics  and  astronomy,  where  he  secured 
the  necessary  appropriation  with  which  to  enlarge  the  equipment  of  the 
department.  Since  his  retirement  from  the  university  in  1898  he  has 
served  as  professor  of  science  in  Occidental  College,  California,  and  as 
principal  of  training  schools  in  Tennessee  and  Kentucky,  and  has  lectured 
on  "Stonewall  Jackson."  He  has  prepared  and  delivered  many  addresses 
on  scientific  and  pedagogical  subjects,  but  has  never  published  them.  He 
is  living  at  Paris,  Kentucky. 


Edward  Hunter  Murfee,  son  of  James  Wilson  and  Margaret 
(Parker)  Murfee,  was  born  at  Murfee's  Depot,  Southampton  County,  Vir- 
ginia. When  about  sixteen  years  old  he  entered  the  University  of  Alabama, 
from  which  he  received  the  degree  of  Master  of  Arts.  He  was  a  member  of 
the  Alabama  Corps  of  Cadets  when  it  was  mustered  into  the  Confederate 
service.  The  LL.  D.  was  conferred  upon  him  by  Bethel  College, 
Kentucky,  and  by  Wake  Forest  College,  North  Carolina.    He  was  elected 


430 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


to  a   membership   in   the   American    Society    for   the   Advancement   of 

Science  and  offered  a 
scholarship  in  the 
London  Society  of 
Science.  At  the  age 
of  about  twenty-two 
he  taught  school  in 
Demopolis,  Alabama, 
from  which  place  he 
went  to  New  Orleans 
and  entered  commer- 
cial life. 

At  the  age  of 
twenty-six  he  was, 
given  the  chair  ofl 
military  engineering 
in  his  alma  mater,  the* 
University  of  Ala- 
bama. From  this 
place  he  went  to  the 
University  of  Tennes- 
see and  filled  the  chair 
of  English.  Leaving 
this  college,  he  moved 
to  Mississippi  and  or- 
ganized the  Missis- 
sippi Military  Insti- 
tute, securing  for  it,  through  Senator  L.  Q.  C.  Lamar,  the  first  army 
and  military  equipment,  detailed  for  school  purposes  in  Mississippi.  The 
school  was  first  located  at  West  Point,  Mississippi,  was  moved  to  Aberdeen 
and  finally  to  Pass  Christian,  where  it  secured  patronage  from  many  states, 
but  principally  from  the  city  of  New  Orleans.  After  the  burning  of  the 
institute  at  Pass  Christian,  Dr.  Murfee,  in  1885,  was  elected  to  the  chair 
of  mathematics  and  logic  in  the  University  of  Arkansas,  which  chair  he 
held  two  years,  when  he  was  appointed  acting  president  for  one  year.  At 
the  expiration  of  this  time,  he  was  elected  president  and  continued  in  this 


Edward  Hunter  Murfee. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


431 


position  until  1894,  thus  having  spent  about  nine  years  in  the  university. 
He  had  the  gratification  of  seeing  a  large  increase  in  attendance  during  his 
administration.  His  last  report  to  the  board  of  trustees  showed  an  enroll- 
ment of  about  seven  hundred  students  in  the  departments  at  Fayetteville, 
over  nine  hundred  including  all  departments.  From  Fayetteville  he  was 
called  to  the  Alamaba  Central  College  at  Tuscaloosa,  Alabama,  and  since 
has  filled  chairs  in  other  colleges.  He  has  been  at  Brenau  College, 
Gainesville,  Georgia,  about  five  years,  where  he  is  dean  of  the  faculty  and 
professor  of  natural  science.  He  was  married  to  Miss  Odella  Oter 
Manning.  Of  this  union  three  sons  and  three  daughters  were  born ;  John 
Manning,  Harvard  and  Sidney  and  Nellie,  Gertrude  Otts  and  Alice  Odella. 


John  Lee  Bu- 
chanan, son  of  Pat- 
rick C.  and  Margaret 
(Graham)  Buchanan, 
was  born  in  Smyth 
County,  Virginia, 
June  19,  1 83 1.  Both 
his  parents  were  of 
Scotch-Irish  descent. 
He  was  brought  up 
on  his  father's  farm,  in 
a  comparatively  new 
country  and  received 
his  early  education  in 
his  own  and  adjacent 
neighborhoods.  I  n 
1848-49  he  was  a 
clerk  in  a  mercantile 
house.  In  this  position 
he  received  a  valuable 
business  training  and 
for  this  and  other  rea- 
sons he  was  offered  a 


John  Lee  Buchanan. 


432  HISTORY  OF,  THE  UNIVERSITY  OF  ARKANSAS. 


partnership  in  the  house,  which  he  decHned.  In  the  summer  of  1850  he 
taught  a  private  school  and  during  the  winter  following  pursued  his  studies 
under  an  efficient  teacher.  In  1851  he  entered  Emory  and  Henry  College 
and  during  the  year  1853-54  he  was  employed  as  an  assistant  instructor 
in  the  college.  In  June,  1855,  he  won  the  oratorical  prize.  He  graduated 
in  1856  with  the  highest  honor  of  his  class  and  also  won  the  prizes  in  Latin 
and  Greek.  During  the  two  years  following  his  graduation  he  filled  the 
chair  of  ancient  languages  in  his  alma  mater,  taking  the  place  of  Prof. 
W.  E.  Peters,  then  on  leave  of  absence  in  Europe.  In  June,  1858,  he  was 
elected  professor  in  the  same  institution,  and  a  year  later  was  given  the 
M.  A.  degree. 

During  the  war  between  the  states  he  served  in  a  section  of  the 
ordnance  department  of  the  Confederate  government,  superintending  the 
collection  and  shipments  of  ammunition  materials  to  that  department  in 
Richmond,  Virginia.  After  the  war  closed  Emory  and  Henry  College 
was  reopened  and  Professor  Buchanan  resumed  the  duties  of  his  chair 
and  continued  therein  until  1878.  He  resigned  in  that  year,  having  been 
elected  to  the  chair  of  Latin  in  Vanderbilt  University.  In  June,  1877, 
Emory  and  Henry  College  conferred  upon  him  the  degree  of  LL.  D.  In 
1879  he  was  elected  to  the  presidency  of  Emory  and  Henry  College,  but 
he  did  not  continue  long  in  that  position,  as  he  was  invited  to  take  charge 
of  the  Virginia  Agricultural  and  Mechanical  College  with  a  view  to  the 
reorganization  and  betterment  of  that  institution.  In  1884  he  was 
appointed,  by  the  legislature  of  Virginia,  a  member  of  the  board  of  trustees 
to  organize  the  State  Female  Normal  School.  The  same  year  he  was 
offered  a  professorship  in  the  L^niversity  of  Tennessee,  but  withdrew  his 
acceptance  on  his  election  by  the  legislature  of  Virginia  in  1885  to  the 
office  of  state  superintendent  of  public  schools.  By  virtue  of  this  position 
he  was  an  ex-officio  member  of  the  board  of  trustees  of  the  University  of 
Virginia.  He  took  an  active  part  in  reorganizing  the  College  of  William 
and  Mary,  and  was  urged  by  the  board  of  trustees  to  accept  the  presidency 
of  that  institution,  but  he  declined  because  of  his  purpose  to  complete  his 
term  as  state  superintendent. 

After  his  term  expired  in  1889  he  resumed  his  profession,  and  in  1890 
was  elected  to  the  chair  of  Latin  in  Randolph-Macon  College.  In  1894 
he  was  elected  to  the  presidency  of  the  University  of  Arkansas,  which 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  433 

position  he  held  until  1902  when  he  voluntarily  resigned  because  of 
impaired  health  and  advanced  age.  On  his  accession  to  the  presidency 
he  exerted  his  energies  to  bring  the  institution  before  the  people  of  the 
State,  and  to  enlist  their  sympathies  in  the  work  that  it  was  doing.  He 
labored  to  build  up  all  the  departments  of  the  institution,  to  raise  the 
standard  of  scholarship,  and  to  improve  the  moral  atmosphere.  During 
Dr.  Buchanan's  administration  the  vacation  was  changed  from  winter  to 
summer ;  the  B.  class  in  the  preparatory  department  was  abolished ;  the 
chair  of  economics  and  sociology  was  established  and  a  professor  appointed 
therein ;  the  department  of  history  was  detached  from  pedagogy  and  made 
an  independent  department ;  the  departments  of  civil  and  electrical  engi- 
neering were  detached  from  mechanical  engineering  and  made  separate 
departments.  The  department  of  elocution  and  physical  culture  was 
reorganized  and  provided  with  quarters.  A  mechanical  hall  was  erected ; 
Hill  Hall,  a  dormitory  for  boys,  was  opened;  the  campus  was  improved 
and  many  other  valuable  improvements  were  made.  Valuable  additions 
were  made  to  the  general  library.  Dr.  Buchanan's  only  published  writings 
are  contained  in  the  annual  school  reports  of  Virginia  for  the  years 
1887-90;  in  the  Virginia  School  Journal  for  the  same  year,  and  in  the 
biennial  reports  of  the  board  of  trustees  and  officers  of  the  University  of 
Arkansas  for  the  years  1894-02.  He  was  married  to  Miss  Frances  Eliza- 
beth Wiley  on  August  4,  1859.  Of  this  union  nine  children  were  bom, 
five  of  whom  survive.    He  is  now  living  in  Fayetteville,  Arkansas. 


Henry  Simms  Hartzog  was  born  in  Barnwell  County,  South  Caro- 
lina, July  17,  1866.  His  parents  were  Samuel  J.  and  Mary  (Owens) 
Hartzog.  He  received  his  elementary  education  in  the  common  schools. 
In  1882  in  a  competitive  examination  he  was  awarded  a  state  beneficiary 
in  the  South  Carolina  Military  Academy,  from  which  institution  he  took 
the  B.  S.  degree  in  1886.  He  thereupon  entered  and  graduated  from  the 
Southern  Baptist  Theological  Seminary  at  Louisville,  Kentucky.  He 
received  the  LL.  D.  degree  from  Mercer  University  in  1900. 

After  graduation  he  entered  educational  work  and  has  continued  an 
educator  since.     He  was  superintendent  of  JcJinston  Institute  until  1897, 


434 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


when  he  was  elected 
to  the  presidency  of 
Clemson  Agricultural 
College,  Clemson, 
South  Carolina.  This 
position  he  held  until 
1902.  For  the  same 
period  he  was  director 
of  the  Experiment 
Station  of  South 
Carolina,  operated  in 
connection  with  the 
college.  From  1902 
to  1905  he  was  presi- 
dent of  the  University 
of  Arkansas.  He  is  a 
happy  speaker  and  a 
man  of  energy  and 
enthusiasm.  In  the 
short  time  of  his  ad- 
'  ministration  he  suc- 
ceeded in  bringing  the 
university  promi- 
nently before  the 
people  of  the  State, 
secured  a  more  liberal 
support  at  the  hands  of  the  legislature,  and  increased  the  attendance.  His 
administration  is  also  noteworthy  for  the  new  buildings  provided.  In  1903 
the  Engineering  Hall  was  secured,  and  in  1905  appropriations  were 
secured  for  six  buildings — agriculture,  chemistry,  dairy,  infirmary  and 
two  dormitories.     The  teaching  force  was  materially  increased. 

Dr.  Hartzog  has  also  served  as  an  advisory  committeeman  of  the 
National  Good  Roads  Association.  He  has  been  an  active  worker  for 
good  roads  as  well  as  for  popular  education.  He  has  also  been  in  demand 
as  a  Chautauqua  lecturer.  Since  1907  he  has  been  president  of  Ouachita 
College.      His   most   important   service  to  that   institution  has   been   in 


Henry   Simms  Hartzog. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


435 


inspiring  greater  confidence  in  the  institution,  in  heading  a  movement  to 
pay  off  the  debt  and  in  paying  the  teachers  better  salaries. 


John  Newton  Tillman  was  born  near  Springfield,  Missouri, 
December  13,  1859.  When  he  was  but  a  boy  his  parents  moved  lO  Wash- 
ington County,  Arkansas,  where  he  received  his  early  education  in  the  pub- 
lic schools.  After  leaving  the  public  schools  he  entered  the  University  of 
Arkansas,  from  which  he  was  graduated  in  1880  with  the  degree  of 
Bachelor  of  Latin  Letters.  x\fter  his  graduation  he  entered  the  teaching 
profession  and  taught  in  the  public  schools  of  Arkansas  for  three 
years.  From  1881  to  1883  he  was  county  examiner  of  Wash- 
ington County.  Dur- 
ing his  career  as  a 
teacher  he  studied  law 
and  was  admitted  to 
the  bar  in  July,  1883. 
He  was  then  elected 
circuit  clerk  of  Wash- 
ington County  and 
served  in  that  capac- 
ity for  four  years, 
1884- 1888.  Reserved 
one  term  in  the  state 
senate,  1889-1891. 
After  this  he  was 
elected  prosecuting 
attorney  for  the  fourth 
judicial  district  in 
1892,  which  position 
he  held  for  six  years. 
In  1899  he  was  made 
circuit  judge  of  the 
fourth  judicial  circuit. 

During     his     term     as  john  Newton  Xillman. 


436  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

circuit  judge  he  rendered  invaluable  service  to  Arkansas  by  strict  enforce- 
ment of  the  liquor  laws  and  in  breaking  up  the  illicit  traffic  in  whiskey.  He 
is  the  author  of  the  decision  that  the  holding  of  a  federal  license  in 
prohibition  territory  is  prima  facie  evidence  of  guilt  and  is  sufficient  to 
warrant  an  indictment  of  the  one  who  holds  such  license.  The  decision 
was  upheld  on  appeal.  Since  leaving  the  bench  President  Tillman  has 
taken  an  active  interest  in  the  prohibition  cause  and  has  made  many 
addresses  in  its  behalf.  For  the  past  four  years  he  has  lectured  extensively 
on  Chautauqua  and  lyceum  courses  in  Kansas,  Arkansas,  Missouri  and 
Oklahoma.  He  is  also  an  author  and  has  contributed  stories  to  various 
magazines.  He  is  a  member  of  the  Arkansas  State  Teachers'  Association, 
the  National  Association  of  State  Universities  and  the  National  Educa- 
tional Association.  In  1907  the  University  of  Mississippi  conferred  on 
him  the  degree  of  LL.  D. 

In  1905  Judge  Tillman  was  somewhat  unexpectedly  called  to  the 
presidency  of  his  alma  mater.  While  he  had  been  out  of  the  teaching 
profession  for  many  years,  his  interest  in  the  institution  had  been  practi- 
cally continuous  since  his  graduation.  He  first  served  as  president  of  the 
alumni  association.  While  in  the  senate  he  was  active  in  promoting  the 
welfare  of  the  University  and  was  instrumental  in  securing  the  repeal  of 
some  laws  which  hampered  its  development.  From  1893  to  1895  he 
served  on  the  board  of  trustees  and  was  one  of  the  most  active  members 
during  that  time.  In  addition  to  these  public  services  his  executive 
abilities  were  well  known  and  were  thought  to  be  such  as  to  fit  him  for 
the  presidency.  He  at  once  took  hold  of  the  work  and  has  prosecuted  it 
with  vigor  ever  since.  The  more  noteworthy  achievements  of  his  adminis- 
tration are  the  development  of  the  College  of  Agriculture,  raising  of  the 
entrance  requirements,  the  abolition  of  the  A  class  in  the  preparatory 
department  and  the  prospective  abolition  of  the  entire  department  in  191 1, 
and  the  large  increase  in  the  instructional  force  and  the  number  of  students. 
The  former  has  grown  from  forty-six  in  1904-5  to  ninety  in  1908-9;  the 
latter  from  810  to  1,133  i"  the  same  period.  The  most  gratifying  increase 
among  the  students  has  been  in  the  collegiate  department,  from  381  to  620. 

March  4,  1885,  President  Tillman  was  married  to  Miss  Temple  Walker. 
Of  this  union  three  children  have  been  bom,  John  W.,  Fred  A.  and 
Kathleen. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


437 


IV.     The  Faculty. 

Charles  Frederick  Adams,  son  of  William  Carroll  and  Sarah 
(Herd)  Adams,  was  born  at  Atherton,  Missouri,  April  4,  1877.  Both 
his  parents  were  of  Virginian  families.  He  spent  his  early  years  on  a 
farm  near  his  rmtive  town.  After  his  tenth  year  his  parents  moved  to 
Independence,  Missouri,  and  later  to  Excelsior  Springs.  At  the  age 
of  sixteen  he  entered  the  college  of  agriculture  in  the  University  of 
Missouri.     He  graduated  in  .... 

1897  at  the  age  of  twenty 
[with  the  highest  honors  of 
his  class.  In  the  fall  of  1899 
he  entered  the  sophomore 
class  in  the  Kansas  City 
Medical  College,  which  later 
affiHated  with  the  University 
of  Kansas.  In  the  medical 
school  he  was  assistant  in 
the  laboratories  of  histology, 
pathology  and  bacteriology 
in  the  Kansas  City  Dental 
College,  a  position  which  he 
held  until  1904.  He  received 
the  M.  D.  in  1902  and  took 
up  residence  in  Lawrence, 
Kansas.  In  the  University 
of  Kansas  the  Snow  research 
scholarship  in  entomology 
was  created  for  him.  This 
position,  together  with  the 
above-mentioned  chair  of  histology,  he  held  until  June,  1904.  The 
year  previous  he  received  the  A.  M.  from  the  University  of  Kansas. 
In  1904  he  entered  the  graduate  school  of  the  University  of  Chicago, 
where  he  held  a  position  as  assistant  in  the  department  of  zoology. 
The  following  summer  he  was  a  student  at  the  Marine  Biological 
Laboratory  at  Wood's  Hole,  Massachusetts. 


Charles  Fredrick  Adams. 


438  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

In  the  fall  of  1905  he  entered  upon  his  duties  as  entomologist 
in  the  Arkansas  Experiment  Station  at  Fayetteville.  He  was  made 
acting  director  of  the  agricultural  experiment  station  in  November, 
1908,  and  the  following  year  was  made  dean  and  director  of  the 
College  of  Agriculture.  He  is  a  member  of  the  American  Association 
for  the  Advancement  of  Science,  the  Association  of  Economic  Ento- 
mologists, the  Entomological  Society  of  America,  and  the  honorary 
scientific  society,  Sigma  Xi.  He  is  the  author  of  the  following 
publications : 

"The  Tachina  and  Syrphus  Flies  of  Jackson  County,"  Nautilus, 
Kansas  City,  1900;  "Dipterological  Contributions,"  Kansas  University 
Science  Bulletin  11,  No.  2,  1903;  "Descriptions  of  Six  New  Species," 
Ibid.  II,  No.  14,  1903;  "Notes  and  Descriptions  of  North  American 
Diptera,"   Ibid.   II,  No.   14,   1903;  "Descriptions  of  New  Oscinidse," 
Entomological  News,  XV,  303,  1904;  "On  the  North  American  Species; 
of  Siphonella,"   Psyche,  II,   No.  5,   1904;   "On  the   North  American 
Species  of  Oscinis,"  Entomological  News,  XVI,  No.  4,  1903;  "New 
Species  of  Mycetophilidse,"  in  Banta's  "Fauna  of  Mayfield's  Cave," 
1905;  "Diptera  Africana,"  Kansas  University  Science  Bulletin,   HI, 
No.  6,  1905;  "Notes  on  North  American  Crassiseta  v.  Ross,"  Journal: 
New  York  Entomological  Society,  September,  1908;  Manuscript  for' 
the  "Families  of  Tachinidae  and  Dexiidae"  in  the  third  edition  of  Willis- 
ton's  Manual  of  the  North  American  Diptera,  1908;  "Some  Insects  of 
Orchard  and   Other   Fruits,"   Bulletin   No.  2,  Arkansas   Experiment; 
Station,  1907;  "The  San  Jose  Scale  in  Arkansas,"  Bulletin  No.  102, 
Arkansas  Experiment  Station,  1908. 


Carroll  F.  Armistead  was  born  in  Arkansas  April  18,  1872.  He 
received  his  early  education  in  the  common  schools  of  his  stat^  and 
later  entered  the  University  of  Arkansas,  from  which  he  was  graduated 
in  1893.  He  entered  the  army  of  volunteers  in  May,  1898,  and  was 
made  captain  of  a  company  of  the  Arkansas  infantry.  After  being 
honorably  discharged  from  the  volunteers  he  was  appointed  second  lieu- 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


439 


tenant  of  artillery  in  1898.  He 
was  made  second  lieutenant 
of  the  second  artillery  in 
July  of  the  same  year.  He 
served  in  this  capacity  until 
1901,  when  he  was  made 
first  lieutenant  of  the  artil- 
lery corps.  In  October  of 
the  same  year  he  was  made 
captain  of  the  artillery. 
He  was  transferred  to  the 
twenty-first  infantry  with 
the  rank  of  captain.  He  was 
detailed  for  service  in  the 
University  of  Arkansas  as 
professor  of  military  science 
and  tactics  and  commandant 
of  cadets  August  31,  1907. 
This  position  be  held  for  two 
years,  when  he  resumed  com- 
mand of  his  company  and 
sailed  for  the  Philippines. 


Carroll  F.  Armistead. 


Robert  Love  Bennett  was  born  in  Lee  County,  Alabama,  November 
16,  1868.  He  entered  the  Alabama  A.  and  M.  College  and  graduated 
in  1888,  receiving  the  B.  S.  degree.  Two  years  after  his  graduation 
he  served  on  the  United  States  River  Survey.  During  the  year 
1901-02  he  was  in  charge  of  a  branch  of  the  Arkansas  Experiment 
Station  at  Newport.  From  1902  to  1903  he  was  director  of  the 
Arkansas  Experiment  Station.  In  1903  he  accepted  the  position 
as  director  of  the  Texas  State  Farmers'  Institute.  He  served  in 
this  capacity  only  one  year  when  he  accepted  the  position  as  specialist 
to  the  Texas  Experiment  Station  in  cotton-breeding  investigation, 
and  special  agent  for  the  United  States  department  of  agriculture. 
He  held  this  position  until  1908.  He  then  accepted  the  position  as 
expert  in  cotton  marketing,  United  States  department  of  agriculture. 


440  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

which  position  he  now  holds.  He  is  author  of  many  scientific  bulletins 
on  agricultural  subjects.  His  latest  publication  is  a  report  on  cotton 
breeding.    He  was  married  to  Miss  Kate  Minor  Watson  in  1892. 


William  Burdelle  Bentley,  son  of  William  H.  and  Elizabeth 
(Cummings)  Bentley,  was  born  at  Maple  Valley,  New  York,  August 
8,  1866.  He  was  prepared  for  college  at  Phillips  Academy,  Andover, 
Massachusetts,  1882-85,  and,  entering  Harvard  College  the  latter  year, 
was  graduated  in  1889  with  the  degree  of  B.  A.,  and  with  the  highest 
honors  in  chemistry.  A  year  later  he  received  the  degree  of  A.  M., 
and  that  of  Ph.  D.  in  1898.  Upon  graduation  in  1889  he  was  appointed 
assistant  in  chemistry  in  Harvard  College,  remaining  until  1891,  when 
he  accepted  the  position  of  adjunct  professor  of  chemistry  and  physics 
in  the  University  of  Arkansas.  In  1894  he  became  associate  professor, 
resigning  six  years  later  to  accept  the  chair  of  chemistry  in  Ohio 
University,  which  latter  position  he  continues  to  hold.  During  the 
summer  of  1890  he  was  assistant  chemist  in  the  United  States  Torpedo 
Station  at  Newport,  Rhode  Island.  He  was  secretary  and  treasurer 
of  the  Fayetteville  Telephone  Company  from  1895-1899.  In  politics 
he  is  independent,  and  he  is  a  member  of  the  Unitarian  Church.  He 
is  a  fellow  of  the  American  Association  for  the  Advancement  of 
Science ;  member  of  the  Society  of  Chemical  Industry  and  of  the 
American  Chemical  Society,  and  honorary  fellow  of  the  Society  of 
Biological  Chemistry  (England).  He  is  also  an  Athens  Commandery 
Knights  Templar.  He  was  married  at  Cambridge,  Massachusetts, 
December  15,  1891,  to  Susan  Prescott,  and  has  two  sons :  William 
Prescott,  born  in  1894 ;  and  Harold  Jackson,  born  in  1897. 


Hugo  Bezdek,  son  of  James  and  Frances  (Hanner)  Bezdek,  was 
born  in  Prague,  Austria,  in  1883.  He  entered  the  University  of  Chi- 
cago in  1902,  from  which  he  was  graduated  in  1905.  He  then  became 
physical  director  in  the  University  of  Oregon  for  the  scholastic  year 
of  1906-07.     In  1907  he  returned  to  the  University  of  Chicago  and 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


441 


took  graduate  work  and 
also  assisted  A.  A.  Stagg- 
in  the  department  of 
athletics.  He  remained 
there  one  year.  He  was 
made  director  of  ath- 
letics in  the  University 
of  Arkansas  in  1908.  He 
is  a  member  of  the  So- 
ciety of  Directors  of 
Physical  Education  in 
Colleges,  marshal  at  the 
University  of  Chicago, 
Senior  Honor  Society, 
and  the  Phi  Kappa 
Sigma  fraternity.  He 
was  married  to  Miss 
Victoria  A.  Johnson  in 
1906.  One  son  has  been 
born  to  them. 


Hugo  Bezdek. 


Benjamin  J,  Borden,  son  of  Dr.  Levi  and  Charlotte  (Beck) 
Borden,  was  born  in  Dublin  County,  North  Carolina,  October  23, 
1812.  He  graduated  at  the  University  of  North  Carolina  and  studied 
law  at  Georgetown,  D.  C,  where  he  also  graduated.  In  1840  he  moved 
to  Arkansas,  where  he  practiced  his  profession  until  1843.  He  then 
began  his  career  as  an  editor  and  this  continued  until  1849.  From 
that  time  to  1865  he  was  head  of  various  institutions  of  learning  in 
Arkansas,  among  them  the  college  for  young  women  at  Tulip.  He 
then  taught  at  Washington,  Arkansas,  and  later  at  Princeton.  In 
1867  he  moved  to  Kentucky  and  from  that  time  until  his  death  he 
taught  as  principal  in  the  following  schools :  Stanford,  Kentucky, 
1867-68;  Somerset,  1868-70;  Perryville,  1870-75,  and  in  1877-79  at 
La  Grange,  again  at  Somerset,   1880-87.     He  returned  to  iVrkansas 


442 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


in  1875  and  taught  at  Washington,  1875-76.  During  the  year  1876-77 
he  taught  mental  and  moral  philosophy  in  the  University  of  Arkansas. 
He  was  married  to  Miss  Sara  Geiser  October  29,  1844.  Three  sons 
and  four  daughters  were  born  of  this  union. 


Wolf  Detleff  Carl  Botefuhr  was  born  in  Holstein,  Germany,  in 
1833.  He  came  to  America  at  an  early  age.  When  very  young 
he  gave  evidence  of  talent  and  originality  and,  having  the  advantages 

of  a  refined  home,  his  predi- 
lections for  music  were 
encouraged,  and  his  educa- 
tion was  received  from  some 
of  the  best  masters  in 
Europe.  He  has  held  many 
important  organ  positions, 
among  them  being  that  of 
organist  at  the  First  Metho- 
dist Church  in  St.  Louis, 
Missouri.  He  resigned  his 
position  as  organist  to  accept 
the  position  as  director  of 
music  in  the  University  of 
Arkansas  in  1872.  He 
remained  here  until  1881, 
when  he  resigned  and  moved 
to  Fort  Smith.  As  a  theorist 
he  occupied  the  foremost 
position  in  the  Southwest 
and  many  of  his  pupils 
occupy  the  first  rank  in  the 
musical  profession.  He  trained  and  developed  the  famous  violinist, 
William  Worth  Bailey.  Professor  Botefuhr  was  a  very  prolific  and 
successful  composer.  His  writings  include  many  vocal  and  piano 
solos.  Some  of  the  best  known  are  "A  Nicene  Creed,"  a  number  of 
Te  Deums  and  several  complete  masses  for  the  Episcopal  service, 


Wolf  Detleff  Carl  Botefuhr. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


443 


"Song  of  the  Bells,"  "Transient  and  Eternal  Moonlight  on  the  Poteau," 
"Broken  Vow,"  and  "Lillie  Adair." 


Charles  Hillman  Brough,  son  of  Charles  Milton  and  Flora  (Thomp- 
son) Brough,  was  born  in  Clinton,  Mississippi,  July  9,  1876.  His  father 
was  a  prominent  mining  man  and  banker  of  the  west,  formerl}^  mayor 
of  Ogden,  Utah,  and  his  mother  was  for  many  years  principal  of  Central 
Female  Institute,  the  oldest  private  female  seminary  in  Mississippi.  For 
six  years  Dr.  Brough  resided  in  Utah  with  his  parents,  but  returned  to 
his  native  State  to  enjoy,  under 
the  direction  of  his  uncle  and 
aunt,  Dr.  and  Mrs.  Hillman, 
the  educational  advantages 
ofifered  by  the  two  institutions 
of  learning  located  in  Clinton. 
Graduating  from  Mississippi 
College  with  the  honors  of  his 
class  in  June,  1894,  he  sub- 
sequently pursued  a  three 
years'  post-graduate  course  in 
economics,  history  and  juris- 
prudence in  the  Johns  Hop- 
kins University  at  Baltimore. 
While  there  he  was  awarded 
the  fellowship  in  economics 
on  his  doctor's  dissertation. 
"Irrigation  in  Utah,"  which 
received  complimentary 
reviews  from  the  leading 
French,  German  and  American 
publications.      In  June,   1898,  ^^^'"'"^  "'"'"^"  ^'"°"«'^- 

he  received  the  doctor's  degree  from  Johns  Hopkins  University.  At  the 
same  time  he  received  notice  of  his  election  to  the  chair  of  philosophy, 
history  and  economics  in  his  alma  mater,  Mississippi  College,  succeeding 
in  this  work  Dr.  W.  S.  Webb,  the  former  president  of  the  college. 
In  June,  1901,  Dr.  Brough  resigned  his  position  in  Mississippi  College 


444  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

to  Study  law  in  the  University  of  Mississippi.  Completing  the  two  years' 
law  course  in  one,  he  received  the  degree  of  Bachelor  of  Laws  from  this 
institution  in  June,  1902.  Upon  the  completion  of  his  law  course  at  the 
University  of  Mississippi,  he  was  offered  the  chair  of  economics  in  Hillman 
College,  which  had  been  established  by  his  uncle  at  Clinton,  Mississippi. 
He  was  identified  with  this  institution  for  one  year.  In  June,  1903,  he 
accepted  the  chair  of  economics  and  sociology  in  the  University  of 
Arkansas.  During  his  seven  years'  connection  with  the  University  he 
made  several  active  summer  campaigns  in  its  interest  and  has  built  up 
one  of  its  most  flourishing  departments.  Dr.  Brough  is  a  writer  and 
speaker  as  well  as  a  teacher.  He  is  the  author  of  "Irrigation  in  Utah," 
submitted  as  his  doctor's  dissertation ;  "The  History  of  Taxation  in  Missis- 
sippi," "The  History  of  Bankmg  in  Mississippi,"  "Historic  Clinton,"  "The 
Clinton  Riot,"  "The  Industrial  History  of  Arkansas,"  "Historic  Battle- 
fields and  Homes  of  Arkansas,"  and  has  a  book  on  "The  Political  Problems 
of  the  Present"  almost  ready  for  the  press.  His  lectures  on  "The  Glory 
of  the  Old  South  and  Greatness  of  the  New,"  "America's  Conquest  of  the 
World,"  "The  Elements  of  Success  in  Life,"  "The  Wit  and  Wisdom  of 
Great  Americans"  and  "God  in  History"  have  won  him  a  place  on  the 
Southern  platform.  He  is  a  member  of  the  Arkansas  Historical  Associa- 
tion, the  Mississippi  Historical  Society,  the  American  Academy  of  Social 
and  Political  Science  and  the  American  Economic  Association.  On  June 
17,  1908,  Dr.  Brough  was  married  to  Miss  Anne  Wade  Roark,  of 
Franklin,  Kentucky.  

William  M.  Bruce  was  born  in  Boyle  County,  near  Danville,  Ken- 
tucky, on  a  farm  which  had  been  in  the  family  since  about  1800. 
When  he  was  four  years  old  his  father  died  and  four  years  later  his 
mother  moved  to  Missouri.  When  he  was  fourteen  years  old  his 
mother  moved  to  Sedalia,  Missouri,  where  he  attended  the  high  school 
for  several  years.  In  1890  he  moved  to  Fayette,  where  he  entered  the 
preparatory  department  of  Central  College.  In  1896  he  graduated 
from  Central  College  with  the  B.  A.  degree.  Shortly  after  his  gradu- 
ation he  was  elected  to  the  chair  of  natural  and  physical  sciences  in 
Hendrix  College  at  Conway,  Arkansas.  He  remained  at  this  place 
for  four  years,  during  which  time  he  obtained  the  A.  M.  degree  from 
Central  College.  The  summers  of  1898  and  1899  were  spent  in  gradu- 
ate study  at  the  University  of  Chicago,  and  in  1899  he  was  awarded  a 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  445 

scholarship  in  chemistry.  In  1900  he  resigned  his  position  at  Hendrix 
College  to  accept  a  fellowship  in  chemistry  at  the  Universit}^  of 
Chicago.  He  held  this  fellowship  three  years.  In  1902  he  did  some 
chemical  work  for  the  International  Harvester  Company,  and  also 
for  the  Kennicott  Water  Softener  Company,  of  Chicago  and  London. 
In  1900  he  was  appointed  chief  chemist  for  the  Kennicott  Water  Softener 
Company,  which  position  he  held  until  1907.  In  1908  he  obtained  patents, 
American  and  foreign,  for  water  softening  apparatus  and  was  made 
chemical  engineer  for  the  Kennicott  Water  Softening  Company.  In 
August,  1908,  he  was  made  chemist  at  the  Agricultural  Experiment 
Station  of  the  University  of  Arkansas.  He  is  a  member  of  the  M.  E. 
Church,  South,  and  ot  the  Sigma  Nu  Fraternity.  In  1898  he  was  married 
to  Miss  Ethel  Howard,  of  Morrilton,  Arkansas.  Of  this  union  one  son, 
William,  has  been  bom. 

De  Rosey  C.  Carbell  was  born  in  Arkansas,  July  7,  1861.  He 
entered  the  Military  Academy  at  West  Point  July  i,  1880.  He  was 
made  second  lieutenant  of  the  eighth  cavalry  in  June  1884.  He  continued 
in  this  position  until  1891,  when  be  was  made  first  lieutenant  of  the  fifth 
cavalry.  He  was  transferred  to  the  eighth  cavalry  in  1899  and  again 
transferred  in  1902,  this  time  to  the  first  cavalry.  He  was  made  colonel 
of  the  second  Arkansas  infantry  in  May  1898.  He  was  honorably  mus- 
tered out  of  the  volunteers  in  February,  1899.  Lieutenant  Carbell  was 
detailed  for  service  as  commandant  in  the  University  of  Arkansas,  July 
29,  1887,  and  served  until  December,  1891. 


J.  H.  Carmichael  was  born  at  Cairo,  Illinois,  Feruary  2,  1868.  From 
1884  to  1887  he  attended  the  Fort  Smith  district  high  school  at  Boone- 
ville,  Arkansas.  After  leaving  here  he  attended  the  Paris  academy  at 
Paris,  Arkansas,  1887-90.  In  1890  he  was  appointed  surveyor  of  Logan 
County,  Arkansas,  by  Governor  Eagle ;  the  same  year  he  was  elected  to  the 
office  and  served  one  term.  In  February,  1893,  he  was  licensed  by  the 
supreme  court  to  practice  law.  He  graduated  from  the  law  department 
of  the  University  of  Arkansas  as  the  honor  man  in  his  class  in  June, 
1894.  He  was  elected  acting  dean  of  the  law  department  by  the  alumni 
in  April,  1898,  and  was  elected  dean  by  the  board  of  trustees  in  1901.  He 
has  also  served  as  special  circuit  and  special  supreme  court  judge.     He 


446 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


formed  a  law  partnership  in  1906  with  W.  B.  Brooks  and  R.  C.  Powers. 
He  is  a  member  of  the  alumni  association  of  the  law  department  of  the 
University  of  Arkansas  and  was  elected  its  first  president  in  1893.  He 
was  married  to  Miss  Amelia  Parker,  January  10,  1893.  Of  this  union 
four  children  have  been  born. 


Charles  Geiger  Carroll,  son  of  Francis  Barbour  and  Emma  Virginia 
Carroll,  was  born  at  Ashland,  Kentucky,  October  15,  1875.  The  first 
nine  years  of  his  life  were  spent  in  West  Virginia,  seven  of  the 
succeeding  3^ears  in  Colorado,  and  the  fourteen  following  in  Texas 
and  Maryland.  Since  the  latter  part  of  the  year  1905  he  has  been 
resident  in  Arkansas  at  the  university.     His  primary  education  was 

obtained  at  home  under  the 
tuition  of  his  parents ;  his 
secondary  education  was 
had  in  the  Pueblo  Collegiate 
Institute  and  Central  High 
School  of  Pueblo,  Colorado, 
and  in  the  preparatory 
department  of  the  University 
of  Denver,  Denver,  Colorado. 
At  the  age  of  fifteen  years 
he  entered  the  fresh  ma  n 
class  of  the  university  of 
Denver,  but  his  studies  were 
broken  oflf  by  a  removal  to 
Texas,  where  for  one  year  he 
was  instructor  in  languages 
and  mathematics  in  a  private 
secondary  school  at  Henri- 
etta, Texas,  and  principal 
of  one  of  the  ward  schools 
of  Greenville,  Texas.  In  the 
Charles  Geiger  Carroll.  meantime  he  had  been  carry- 

ing on    his   studies    privately,   and   in    the    fall   of    1895    he    entered 


m  SKETCHES  OF  TRUSTEES  AND  FACULTY.  447 

Southwestern  University,  graduating  with  the  B.  A.  degree  in  1896, 
and  with  the  M.  A.  degree  in  1897. 

During  the  years  1897  and  1898  he  was  instructor  in  Latin, 
EngHsh,  French,  chemistry  and  physics  in  Southwestern  University. 
Up  to  this  time  it  had  been  his  intention  to  devote  himself  to  the 
study  of  languages,  especially  the  Rornance  languages  and  Latki. 
His  selection  in  1898  as  assistant  professor  of  chemistry  in  South- 
western University  changed  the  bent  of  his  efforts  and  from  that 
time  on  his  studies  were,  for  the  most  part,  scientific. 

He  was  successively  assistant  professor,  associate  professor,  and 
from  1902  to  1905,  professor  of  chemistry  in  Southwestern  University. 
For  two  years  (1901-1902  and  1903-1904)  he  did  graduate  work  in  the 
departments  of  chemistry  and  physics  in  Johns  Hopkins  University, 
and  in  1904  received  the  Ph.  D.  degree  from  that  institution. 

Since  1905  he  has  been  professor  of  chemistry  in  the  University 
of  Arkansas,  and  since  1907  secretary  of  the  faculty.  He  is  a  member 
of  the  American  Chemical  Society  and  of  the  Chemical  Club  of  Johns 
Hopkins  University.  He  has  published  the  following  scientific 
articles :  "The  Freezing-point  Lowering  of  Aqueous  Hydrogen 
Peroxide  Salt  Solutions,"  American  Chemical  Journal,  1902;  "The 
Conductivity  of  Solutions  of  Salts  in  Water,  Methyl  and  Ethyl 
Alcohols  and  Binary  Mixtures ;"  "The  Connection  between  Conductiv- 
ity and  Viscosity,"  Dissertation,  1904.  reprinted  in  the  American 
Chemical  Journal,  1905;  "Ionic  Hydration  and  Ionic  Velocity,"  Ameri- 
can Chemical  Journal,  1907.  William  R.  Jenkins  and  Company,  of 
New  York  City,  will  shortly  issue  a  work  prepared  by  him  in  collabo- 
ration with  Professor  Antonio  Marinoni,  "French  Lyric  Poets  of  the 
Post-Romantic  Period."  He  has  ready  for  publication  an  article  on 
electrical  conductivity  and  periodic  law,  and  in  course  of  completion 
researches  on  acetylene  compounds  of  copper  (including  the  isolation 
of  hydrogen  copper  acetylide),  and  a  text-book  on  qualitative  analysis 
treated  from  the  standpoint  of  theoretical  chemistry.  In  1907  he,  with 
W.  H.  Adams,  was  granted  a  patent  for  a  solder  for  aluminum. 

Professor  Carroll  has  always  been  interested  in  music  and  insti- 
tuted the  Glee  Club  of  the  University  of  Arkansas,  of  which  he  has 
been  musical  director  since  its  inception. 


448 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


In  1907  he  was  married  to  Miss  Ruby  Rothwell  of  Denver, 
Colorado,  daughter  of  Edwin  James  Rothwell,  M.  D.,  and  Augusta 
More  Rothwell,  M.  D. 


Joseph  William  Carr,  Ph.  D.,  was  born  in  Hampstead,  New 
Hampshire,  January  15,  1870,  son  of  Eben  and  Sarah  (Bradshaw) 
Carr.  His  preparation  for  college  was  made  at  Phillips  Exeter  Acad- 
emy, Exeter,  New  Hampshire,  where  he  spent  four  years.  He  stood 
high  in  his  classes  and  was  made  president  of  the  Golden  Branch, 
a  literary  society,  to  which  many  famous  men   have  belonged.     In 

1889  he  entered  Harvard  Uni- 
versity and  completed  the 
four-year  course  in  three 
years  with  success  and 
honors,  receiving  his  degree 
magna  cum  laudc.  The  fourth 
year,  1893,  he  received  the 
degree  of  Master  of  Arts.  He 
and  a  few  others  were  the 
means  of  getting  Theta  Delta 
Chi  to  reestablish  at  Harvard. 
After  leaving  Harvard  h  e 
taught  for  three  years  at  the 
Morristown  school,  Morris- 
town,  New  Jersey.  In  1897 
he  left  Morristown  in  order 
to  go  abroad  to  study.  He 
spent  two  years  in  this  way, 
obtaining  the  degree  of  Doc- 
tor of  Philosophy  at  the  Uni- 
versity of  Leipzig  in  1899. 
On  returning  to  America  he 
received  an  appointment  to 
substitute  for  one  year  as  instructor  at  Harvard  University  and 
Radcliffe  College.  On  leaving  Harvard  he  filled  another  position  to 
substitute  for  one  year  at  the  University  of  West  Virginia.     In  1901 


Joseph  William  Carr. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


449 


he  received  the  position  of  associate  professor  of  English  and  modern 
languages  at  the  University  of  Arkansas.  On  the  resignation  of  Dr. 
Reed  the  following  year,  he  w^as  made  full  professor.  For  the  next 
four  years  he  edited  the  university  catalogue.  In  1905  Dr.  Carr 
accepted  a  position  as  head  of  the  department  of  German  at  the 
University  of  Maine,  and  served  there  for  nearly  four  years. 

Dr.  Carr  w^as  a  Mason,  belonging  to  the  body  of  Knights  Templar; 
a  member  of  the  Modern  Language  Association  and  vice-president 
of  the  American  Dialect  Society.  He  contributed  largely  to  the 
latter  society.  He  was  a  member  of  the  Episcopal  Church  and  was 
active  in  forming  an  Episcopal  society  for  the  students.  He  was 
married  to  Miss  Florence  Hollister,  December  20,  1900.  Of  this  union 
three  sons  and  one  daughter  were  born.  In  February,  1909,  he  was 
injured  internally  by  a  fall.  He  recovered  sufficiently  to  meet  his 
classes  a  few  times,  but  fell  dead  in  the  university  building  March 
4th  of  that  year. 


Robert  D.  Carter  was  born 
in  Massachusetts,  August  10, 
1876.  He  entered  the  army 
of  volunteers  January  16. 
1899,  in  the  eighth  army  corps 
of  Major-General  H.  W.  Law- 
ton.  He  entered  the  regular 
army  in  January,  1900,  and 
was  made  second  lieutenant 
of  the  12th  infantry.  He 
served  in  this  capacity  until 
1901,  at  which  time  he  was 
accepted  first  lieutenant  of 
the  sixteenth  infantry.  He  was 
detailed  professor  of  military 
science  and  tactics  in  the  Uni- 
versity of  Arkansas  in  Sep- 
tember, 1909. 


Robert  D.  Carter. 


450 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Elias  Chandler  was  born  in  McDonough  County,  Illinois,  Decem- 
ber 29,  1856;  was  educated  in  the  common  schools  of  the  county, 
at  Lincoln  University,  Lincoln  Illinois,  and  at  the  United  States 
Military  Academy,  West  Point,  N.  Y.,  graduating  from  the  last  named 
institution  on  the  nth  day  of  June,  i88o;  twenty-fifth  in  a  class  of  fifty- 
two.    He  was  soon  appointed  a  second  lieutenant  in  the  i6th  U.  S.  infantry 

and  served  with  that  regiment 
in  Kansas,  Texas  and  Utah,  and 
on  detached  service,  till  April, 
1898.  Until  1888  he  served  in 
Texas  at  various  places,  a  part 
of  the  time  as  active  Indian 
agent  in  charge  of  the  Tonkawa 
and  Lipan  tribes.  He  spent  two 
years  (1892-94)  on  recruiting 
duty  at  Davids  Island,  New 
York  Harbor,  from  which  place 
he  was  ordered  to  report  for 
duty  as  professor  of  military 
science  and  tactics  at  the 
Arkansas  Industrial  University. 
He  took  up  this  work  February 
29,  1894,  and  remained  on 
duty  four  years. 

On  the  outbreak  of  war  with 
Spain,  Lieutenant  Chandler  was 
detached  from  duty  with  his 
regiment  and  ordered  to  report 
for  duty  to  the  governor  of 
Arkansas  in  connection  with  the  organization  of  the  volunteers  from 
that  State.  He  was  appointed  colonel  of  the  first  Arkansas  volunteer 
infantry  and  assisted  in  the  organization  of  the  regiment  in  April  and 
May,  1898.  He  accompanied  the  regiment  in  command  to  Chickamauga 
Park,  Georgia,  where  he  was  assigned  to  the  command  of  the  first  brigade, 
second  division  of  the  third  corps,  May  27,  1898.  He  remained  in  com- 
mand of  that  organization  till  October  9,  1898  (except  for  an  interval  of 
ten  days,  during  which  General  F.  D.  Grant  was  in  command),  when  the 


Elias  Chandler. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


451 


regiment  was  directed  to  return  to  Little  Rock  to  be  mustered  out.  He 
then  rejoined  the  ist  U.  S.  Infantry,  at  Huntsville,  Alabama,  early  in 
December,  1898,  and  commanded  a  battalion  of  the  regiment  in  its 
journey  to  Cuba,  arriving  in  Havana,  Cuba,  December  30,  1898,  in  time 
to  witness  the  transfer  of  authority  in  the  Islands  from  the  Spaniards  to 
the  Americans  on  January  i,  1899.  After  serving  at  various  places  in 
Cuba  he  returned  to  the  United  States  and  assumed  command  of  com- 
pany and  post  of  Fort  Logan  H.  Roots,  Arkansas.  From  1901  to  1903 
he  saw  service  in  the  Philippines.  He  returned  to  the  United  States 
in  May,  1903,  and  served  in  various  places  until  January,  1906,  when  he 
was  again  ordered  to  the  Philippines.  In  the  meantime  he  had  been 
promoted  major.  He  remained  there  until  July  5,  1906,  when  he  was 
placed  on  the  retired  list  of  the  army,  under  date  of  June  30,  1906,  at 
his  own  request,  after  having  served  for  a  period  of  thirty  years.  He 
returned  to  the  United 
States  via  Manila,  China, 
Japan,  Korea,  Siberia, 
Russia,  Germany,  Holland, 
England  and  France.  He 
died  at  Chattanooga,  Ten- 
nessee, 1909,  and  was  buried 
at  Fayetteville,  Arkansas. 


George  Albert  Cole  was 

born  in  Smith  County,  Vir- 
ginia, September  6,  1860.  He 
remained  on  the  farm  until 
he  was  fifteen  years  old, 
attending  the  country  school 
near  his  home.  At  the  age 
of  fifteen  he  went  to  the 
county  seat  of  Smith  County 
and  attended  the  Marion 
High  School,  from  which  he 
was  graduated  in  1879.     He 


George  Albert  Cole. 


452  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

received  the  medal  offered  by  the  trustees  for  proficiency  in  mathe- 
matics and  science.  After  his  graduation  he  taught  school  for  five 
months,  and  then  entered  the  junior  class  at  Emory  and  Henry 
College.  He  graduated  w^ith  the  B.  S.  and  B.  A.  degrees  in  1882. 
After  his  graduation  he  acted  as  principal  of  Liberty  Academy  for 
three  years. 

In  1886  he  left  Virginia  and  came  to  Phillips  County,  Arkansas. 
He  taught  school  at  Poplar  Grove  for  three  years,  w^hen  he  was 
elected  principal  of  the  Springdale  school  in  March,  1889.  He  served 
in  this  capacity  until  1892,  at  which  time  he  was  elected  principal  of 
the  Fayetteville  public  schools.  After  serving  as  principal  for 
four  months  he  resigned  to  accept  a  position  in  the  preparatory 
department  of  the  Universit)^  of  Arkansas.  He  taught  in  this 
department  for  eleven  years,  acting  as  principal  for  one  year.  In 
1903  he  was  elected  professor  of  agriculture,  which  position  he 
resigned  after  five  years.  In  1909  he  returned  to  the  experiment 
station  on  solicitation  of  the  director  and  took  charge  of  the  farmers' 
institute  work  in  the  State.  In  June,  1909,  the  board  of  trustees  made 
a  department  of  farmers'  institute  in  the  Agricultural  College  and 
elected  him  superintendent.  In  August;  1909,  he  was  elected  president 
of  the  Farmers'  Union  and  the  same  year  was  elected  president  of 
the  State  Fair. 


Cuthbert  Powell  Conrad  was  born  of  a  distinguished  family  at 
Winchester,  Virginia,  in  1849.  His  father,  Robert  Y.  Conrad,  was 
a  man  of  state-wide  reputation,  both  as  a  lawyer  and  statesman. 
Cuthbert  Powell,  the  youngest  child  was  hardly  more  than  thirteen 
years  old  when  the  Civil  War  broke  out.  Though  only  a  boy,  he  was 
the  support  of  his  mother  and  sisters  during  the  four  years  of  privation 
and  of  nursing  in  the  hospital  which  was  improvised  by  his  mother 
for  the  wounded  of  both  North  and  South.  Schools  could  have  but 
an  irregular  and  precarious  existence  in  a  place  that  was  the  scene 
of  almost  a  hundred  engagements,  as  was  the  town  of  Winchester; 
hence  Professor  Conrad's  education  began  late.  But  at  the  end  of  a 
course  at  the  University  of  Virginia  during  which  he  had  taught  to 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


453 


obtain  money,  he  received  in 
1874  diplomas  in  Greek, 
Latin,  modern  languages, 
and  moral  philosophy.  After 
his  graduation  he  was  made 
principal  of  the  Murfrees- 
boro  high  school.  He  had 
taught  here  only  a  short 
time  when  he  was  called  to 
the  chair  of  natural  science 
in  Wesleyan  Female  Col- 
lege. After  teaching  here 
two  years  he  was  given  a 
leave  of  absence  to  complete 
his  university  course,  but  the 
destruction  of  the  property 
of  Wesleyan  College  by  fire 
left  him  free  to  prolong  his 
work  in  the  University  of 
Virginia.  In  June,  1878,  he 
received  the  A.  M.  degree 
from  that  institution. 

After  his  graduation  he  was  made  adjunct  professor  of  chemistry 
and  natural  science  in  the  University  of  Arkansas  at  a  time  when  the 
institution  needed  strengthening  in  that  department  and  a  general 
toning  up  in  the  standards  of  scholarship.  He  threw  all  his  energies 
into  the  task  of  raising  the  standard  of  the  university.  The  first  year 
of  his  services  to  the  university  he  appealed  to  the  newspapers,  asking 
their  cooperation  in  securing  a  collection  of  minerals.  This  collection 
was  to  be  classified  in  mineralogical  order  and  so  arranged  as  to  show 
the  mineral  characteristics  of  each  county.  At  first  there  were  few 
responses  to  this  appeal ;  but  by  1883  the  interest  of  the  people  had 
been  aroused  and  more  than  a  hundred  specimens  had  been  sent  in.  In 
that  year  the  work  of  the  scientific  department  was  divided  and  the 
chair  of  chemistry  was  given  to  Professor  Conrad.  He  now  acquainted 
himself  with  the  mineral  wealth  of  the  State,  and  at  the  exposition  at 
Louisville  in   1883,  and  again   in  that  at  New  Orleans   1884-85.  he 


Cuthbert  Powell  Conrad. 


454  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

superintended  the  Arkansas  exhibit,  which  brought  the  State  into 
prominence.  He  also  took  interest  in  the  educational  work  of  the 
State.  He  rendered  a  valuable  service  to  the  State  Teachers'  Associ- 
ation, of  which  he  was  chosen  president  in  1881.  In  the  general 
shake  up  of  1885  he,  like  all  the  other  members  of  the  faculty  except 
the  president,  lost  his  position  in  the  University  of  Arkansas.  He 
then  engaged  in  business  for  a  while,  but  later  accepted  a  chair  in  the 
School  of  Mines  of  the  University  of  Missouri,  where  he  remained 
until  his  death  in  1892.  He  was  elected  a  regular  member  of  the 
American  Chemical  Society  in  1882  and  became  a  correspondent  of  the 
"Engineering  and  Mining  Journal."  In  1885  he  was  married  to  Miss 
Sara  E.  Harris,  with  whom  he  had  been  associated  as  a  teacher  in  the 
University  of  Arkansas.  Three  children  were  born  to  them,  Elizabeth, 
Agnes  and  Cuthbert  Powell. 


Edwin  S.  Curtis  was  born  in  New  York.  He  enlisted  as  a  private 
in  company  D,  48th  infantry  from  New  York,  in  1861.  He  was  dis- 
charged from  the  army  September,  1863.  He  was  appointed  a  cadet 
in  the  military  academy  from  Virginia,  September  16,  1863,  and  was 
appointed  second  lieutenant  of  the  second  artillery  in  June,  1867.  He 
served  in  this  capacity  until  1873,  when  he  was  made  first  lieutenant. 
In  1872  he  graduated  from  the  artillery  school  and  the  same  year 
was  detailed  professor  of  military  science  and  tactics  in  the  University 
of  Arkansas,  which  position  he  held  until  1875.  He  was  made  captain 
of  the  second  artillery  in  August,  1896.  He  held  this  appointment 
until  1901  when  he  was  made  major  of  the  artillery  corps.  He  died 
November  4,  1901,  at  Brooklyn,  New  York. 


Hadgie  Booker  Davies  (now  Mrs.  L.  R.  Ash)  was  born  in  Cotton 
Plant,  Woodruff  County,  Arkansas,  February  27,  1874,  and  removed 
with  her  parents  to  Fayetteville,  Arkansas,  in  the  fall  of  the  same 
year.  She  was  educated  in  the  public  schools  of  Fayetteville  and  in 
the  University  of  Arkansas,  from  which  she  was  graduated  with  the 
honors  of  her  class  in  1893.  During  her  senior  year  in  the  university 
she  was  chosen  adjunct  professor  of  English  and  modern  language  to 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


455 


supply  Miss  Carnall's  place  during  her  illness,  and  after  her  death 
she  was  appointed  by  the  board  of  trustees  to  supply  her  place  until 
the  arrival  of  her  successor.  After  completing  her  course  in  the  uni- 
versity she  was  elected  to  the  chair  of  English  and  modern  languages 
in  Mary  Baldwin  Seminary,  Staunton,  Virginia.  The  position  she 
held  for  four  years,  and  resigned  to  accept  a  position  in  the  University 
of  Arkansas,  that  of  associate  professor  of  English  and  modern 
languages.  This  position  she  continued  to  hold  for  seven  years,  when 
she  resigned  to  become  Mrs.  L.  R.  Ash,  and  removed  to  Kansas  City, 
Missouri. 


George  Wesley  Droke,  son  of  George  and  Diana  Droke,  was  born 
in  Morgan  County,  Indiana,  September  26,  1854.  His  parents  came 
to  Bentonville,  Benton 
County,  Arkansas,  in  1856, 
and  a  few  months  after  their 
arrival  purchased  a  farm 
three  miles  south  of  Benton- 
ville, upon  which  he  grew  to 
manhood.  At  that  early 
date  there  were  no  public 
schools  in  that  part  of  the 
State,  and  the  private  schools 
as  a  general  rule  were  very 
inferior.  About  1867  the 
first  public  school  at  the 
Droke  schoolhouse  was 
opened  and  here  he  attended 
his  first  school.  In  the  sum- 
mer of  1871,  at  the  age  of 
sixteen,  he  made  his  last  crop 
on  the  farm,  and  in  the  fall 
he  taught  school.  The 
first  of  February,  1873,  he 
entered   the   high   school   at  ^^°'^^  ^^^^'^^  °''°^*^- 

Bentonville,  Arkansas,  and  continued  there  for  five  successive  terms 


456  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  five  months  each.  The  war  had  swept  away  all  his  father's  prop- 
erty except  160  acres  of  poor  land.  In  1859  a  protracted  case  of  typhoid 
fever  had  left  him  broken  in  health  and  he  felt  that  his  son  ought  to 
remain  at  home  and  work  on  the  farm,  but  young  Droke  kept  impor- 
tuning him  for  permission  to  go  to  school,  and  at  length  his  father 
yielded,  saying,  "Well,  sir,  if  nothing  else  will  do,  you  may  go  to 
school,  but  I  can  not  assist  you  financially."  Both  parts  of  this  state- 
ment he  faithfully  kept. 

Nothing  daunted,  young  Droke  undertook  the  task  of  educating 
himself.  One  of  his  teachers,  Mr.  John  T.  McGill,  now  at  Vanderbilt 
University,  lent  him  text  books  and  money  and  helped  him  in  many 
other  ways.  From  others  he  borrowed  small  sums  of  money,  paying 
as  high  as  fifteen  per  cent,  interest  per  annum.  In  1876  he  was  an 
assistant  in  the  Bentonville  public  school.  The  first  day  of  the  next 
year  he  began  a  private  school  in  Hindsville,  Madison  County,  Arkan- 
sas. Not  succeeding  with  this  enterprise  he  matriculated  in  the 
University  of  Arkansas  as  a  member  of  the  junior  class,  the  first 
Monday  of  September,  1877.  The  next  year  he  taught  as  associate 
principal  in  the  Shiloh  Institute  at  Springdale.  In  January,  1879,  he 
re-entered  the  University  of  Arkansas,  from  which  he  graduated  June 
10,  1880,  receiving  the  B.  A.  degree.  Four  years  later  (1884)  he 
received  the  M.  A.  In  October  following  his  graduation  he  was 
elected  an  assistant  in  the  preparatory  department  of  the  University 
of  Arkansas.  In  July,  1885,  the  entire  corps  of  teachers,  except  the 
president  and  music  teacher,  was  dismissed,  and  he  went  to  a  warmer 
climate,  teaching  one  year  in  Coronal  Institute  in  San  Marcos,  Texas, 
as  the  head  of  the  English  department.  The  next  year  he  was 
principal  of  the  high  school  at  Bentonville,  Arkansas. 

In  June,  1887,  he  was  elected  first  assistant  in  the  preparatory 
department  of  the  University  of  Arkansas,  and  in  December,  1891,  was 
promoted  to  the  college  department  as  adjunct  professor  of  mathe- 
matics, later  as  associate  professor,  and  in  June,  1897,  as  professor  of 
mathematics,  logic  and  astronomy,  which  position  he  now  holds.  He 
has  attended  lectures  in  the  University  of  Michigan,  the  Johns  Hop- 
kins University  and  the  University  of  Chicago.  He  is  a  member  of 
the  Central  Association  of  Science  and  Mathematics  Teachers  and  of 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


457 


the  American  Mathematical  Society.  He  is  a  member  of  the  Methodist 
Church  and  a  steward  in  the  church  at  Fayetteville.  On  the  24th  of 
September,  1879,  he  was  married  to  Miss  Cassandra  Josephine  Camp- 
bell. Of  this  union  three  children  were  born,  George  Prentice,  Lelia 
Ruth,  and  Marvin  Josephine.  He  was  again  married  to  Miss  Malinda 
Inez  James  on  the  18th  day  of  August,  1887.  Of  this  union  three 
children  were  born,  Albert  Hill,  Mary  Inez  and  Louise  Blanche.  On 
the  15th  of  February,  1904,  they  adopted  into  the  family  a  seventh 
child,  an  orphan,  four  days  old,  and  named  him  James  Walling  Droke. 


Boiling  James  Dunn  was  born  in  Logan  County,  Kentucky,  June 
13,  1848,  son  of  Gray  B.  and  Lucy  (Graham)  Dunn,  who  came  from 
Virginia  in  the  early  part  of  the  nineteenth  century.  He  received  his 
early  education  in  the  schools  of  the  county  near  his  home,  but  in 
1866  he  went  to  Volney 
Academy,  afterwards  called 
Browder  Institute.  After 
two  years  he  went  to  Bethel 
College,  of  which  the  well- 
known  Dr.  Noah  K.  Davis 
was  then  president.  He 
took  his  B.  A.  degree  in  1871 
and  his  A.  M.  in  1874.  He 
read  law  in  the  office  of 
Judge  M.  B.  Bowden,  who 
afterwards  became  a  member 
of  the  supreme  court  of  Ken- 
tucky. During  1872-3  he  was 
licensed  to  practice  in  the 
courts  of  his  native  state. 
But  he  decided  to  make 
teaching  his  profession  and 
became  principal  of  Allens- 
ville  high  school,  Kentucky. 
He  came  to  Arkadelphia, 
Arkansas,   in    1877,  and   for  Boiling  james  Dunn. 


458  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

three  years  had  charge  of  Arkadelphia  Baptist  High  School.  He 
returned  to  Kentucky  and  taught  a  select  school  at  Red  Oak,  near 
Russellville,  having  in  the  meantime  lost  both  parents.  He  returned 
to  the  Arkadelphia  Baptist  High  School  for  three  years.  In  1886  he 
became  connected  with  Ouachita  College  and  remained  there  as  a 
teacher  until  the  beginning  of  1894,  when  he  was  elected  principal  of 
preparatory  department  of  the  University  of  Arkansas.  He  held  this 
position  for  four  years.  In  1898  he  was  made  associate  professor  of 
mathematics,  which  position  he  now  holds.  While  in  college  he  joined 
the  Phi  Gamma  Delta  fraternity.  He  was  married  in  December,  1873, 
to  Miss  Carrie  Barton.  Of  this  union  five  sons  and  one  daughter 
were  born. 


Robert  W.  Dowdy  was  born  in  Mississippi,  January  31,  1854.  He 
became  a  cadet  in  the  Military  Academy  July  1,  1875.  In  June,  1879, 
he  was  made  second  lieutenant  of  the  17th  infantry,  and  in  December, 
1885,  he  was  promoted  to  the  rank  of  first  lieutenant.  He  was  detailed 
for  service  in  the  University  of  Arkansas  in  1891  and  served  as  com- 
mandant in  this  institution  until  1894.  He  was  made  captain  of  the 
twenty-second  infantry  in  1899,  but  in  1902  was  transferred  to  the 
twenty-sixth  infantry.  He  was  retired  with  the  rank  of  major  in  May, 
1903,  under  the  disability  act  of  1901. 


H,  B.  Edmiston,  B.  A.,  University  of  Virginia,  was  made  first 
assistant  in  the  preparatory  department  in  1879.  He  held  the  position 
until  the  fall  of  1880,  when  at  the  request  of  the  faculty  the  executive 
committee  appointed  him  professor  of  modern  languages.  He  con- 
tinued to  hold  the  position  until  1885,  when  he  was  dropped  along 
with  the  rest  of  the  faculty  of  that  year. 


Howard  Edwards  was  born  in  Fauquier  County,  Virginia,  in  1854. 
He  received  his  early  training  in  the  public  schools  of  his  native  state. 
He  then  entered  Randolph-Macon  College,  Virginia,  from  which  he 
was  graduated  in  1876  with  the  degree  of  Master  of  Arts.  His  career 
as  a  teacher  began  before  his  graduation,  as  he  acted  as  assistant  in 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


459 


Latin  in  the  college  from  which  he  graduated.  During  the  years 
1876-77  he  taught  in  a  private  school  in  Virginia.  The  following 
year  was  spent  in  the  University  of  Leipzig.  On  his  return  to  America 
he  was  made  associate  principal  of  Bethel  Military  Academy  of  Fau- 
quier County,  Virginia.  After  having  filled  this  position  for  two  years 
he  went  to  the  Bingham  School  at  Asheville,  North  Carolina,  where 
he  taught  for  two  years,  1880-82.  In  1882  he  became  principal  of 
the  Bethel  Academy,  and  in  1884  he  took  charge  of  an  academy  at 
Tuscumbia,  Alabama.  In  1885  he  was  elected  to  the  chair  of  English 
and  modern  languages  in  the  University  of  Arkansas,  which  position 
he  filled  for  five  years.  In  1890  he  accepted  the  chair  of  English  and 
modern  languages  in  the  Michigan  Agricultural  College.  In  1891-2 
he  spent  six  months  at  the  Sorbonne  in  Paris.  He  resigned  from  the 
Michigan  Agricultural  College  to  accept  the  presidency  of  the  Rhode 
Island  State  College,  which  position  he  now  holds.  In  1891  he 
received  the  LL.D.  from  the 
University  of  Arkansas.  He 
is  the  author  of  many  pub- 
lished addresses. 


Isaac  Fisher,  principal  of 
the  Branch  Normal  College 
at  Fine  BIuflF,  is  a  graduate  of 
Booker  T.  Washington's 
famous  Tuskegee  Institute  in 
Alabama,  Of  him  Dr.  Wash- 
ington has  said  several  times 
in  public,  "The  only  thing  I 
ever  had  against  Isaac  Fisher 
was  that  even  when  he  was  a 
student  at  Tuskegee,  he  could 
always  beat  me  making  a 
speech."  Professor  Fisher 
was  elected  to  his  present 
position  in  June,  1902. 

Before  coming  to  Arkan- 
sas, he  had  been  an  instructor 


Isaac  Fisher. 


460  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

in  the  Schofield  School  of  Aiken,  South  Carolina ;  negro  farmers'  con- 
ference organizer  for  the  same  school ;  northern  financial  agent  for  the 
Tuskegee  Institute,  being  the  direct  personal  representative  of  Booker 
Washington  in  New  England ;  negro  farmers'  conference  organizer  for 
the  same  school,  and  principal  of  Swayne  public  school  in  Mont- 
gomery, Alabama. 

Although  Professor  Fisher  holds  no  academic  degrees,  he  has, 
within  the  past  year  attracted  national  attention  by  reason  of  his 
remarkable  success  in  winning  money  prizes  in  essay  competitions  on 
subjects  of  interest  to  the  whole  country.  These  contests  were  open 
to  writers  everywhere.  The  essays  which  he  has  written  and  which 
have  given  him  rank  as  a  writer  on  economic  questions  are  as  follows : 

1908 — "The  Relation  Between  Manual  Training  in  the  Public 
Schools  and  Industrial  Education  and  Efficiency,"  Craftsman  Contest, 
New  York.    Third  prize. 

1909 — "A  Plan  to  Give  the  South  a  System  of  Highways  Suitable 
to  Its  Needs,"  Manufacturers'  Record  Contest,  Baltimore.  Second 
prize. 

"German  and  American  Methods  of  Regulating  Trusts,"  Hart, 
Schaffner  &  Marx  Economic  Contest,  Chicago.  Second  prize. 

1910 — "Computing  Scales  and  the  Housewife,"  Computing  Scales 
Contest,  Dayton,  Ohio.     First  prize. 

In  addition  to  these,  Professor  Fisher  is  preparing  "The  Industrial 
Aptitude  and  Efficiency  of  the  Leading  Nationalities  of  the  World," 
an  exhaustive  inquiry  into  the  occupations  of  the  world's  industrial 
population. 

In  1910  the  Agricultural  and  Mechanical  College  for  Negroes  at 
Normal,  Alabama,  conferred  the  honorary  degree  of  Master  of  Arts 
upon  Professor  Fisher  for  his  success  as  an  essayist  and  educator. 
This  negro  teacher  is  a  member  of  the  American  Academy  of  Political 
and  Social  Science,  and  he  bears  the  unique  distinction  of  being  the 
only  negro  who  investigates  and  writes  treatises  on  subjects  of 
national  concern,  not  specially  related  to  the  "Negro  Question." 

In  all  of  his  efforts  in  Arkansas  Professor  Fisher  has  had  the 
most  cordial  and  helpful  encouragement  from  the  best  white  citizens 
of  the  State.    To  quote  his  own  words :    "My  relations  with  the  white 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


461 


people  of  Arkansas  have  been  more  beautiful  than  I  ever  dreamed 
they  could  possibly  become  between  me  and  any  white  person.  But 
I  know  it  has  been  because  I  have  shown  that  I  do  not  hate  the 
white  people,  and  they  have,  in  their  turn,  dealt  with  me  with  friend- 
liness not  less  than  my  own." 


Edmund  L.  Fletcher  was  born  in  New  York,  June  1,  1851.  He 
entered  the  ^Military  Academy  in  July,  1868,  but  was  dropped  from  the 
roll  in  November,  1869.  He  entered  the  infantry  in  company  E  as  a 
private  in  1872,  but  was  discharged  from  the  service  in  1873.  He  was 
made  second  lieutenant  in  the  infantry  and  was  accepted  as  first 
lieutenant  in  June,  1879.  He  was  detailed  for  service  as  commandant 
in  the  University  of  Arkansas  in  1887,  which  position  he  held  one 
year.  He  retired  from  active  service  with  the  rank  of  captain  in  July, 
1895,  under  the  disability  act  of  1890. 


John  Clinton  Futrall,  the 

son  of  Thomas  A.  and  Emma 
(Headen)  Futrall,  was  born 
near  Jackson,  Tenn.,  on  March 
9,  1873.  At  the  age  of  eleven 
years  he  removed  with  his 
parents  to  Marianna,  Arkan- 
sas, was  prepared  for  college 
in  the  public  schools  of  that 
place  and  entered  the  Univer- 
sity o  f  Arkansas  i  n  1888, 
where  he  remained  as  a 
student  until  1890.  In  Sep- 
tember, 1890,  he  entered  the 
University  of  Virginia,  and 
was  a  student  there  four  years, 
receiving  the  degrees  of  Bach- 
elor and  Master  of  Arts.  On 
January  8,  1894,  he  was 
elected  professor  of  Latin  in 


John  Clinton  Futrall. 


462 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


the  University  of  Arkansas.  At  the  end  of  the  college  year  the  depart- 
ments of  Greek  and  Latin  were  combined,  and  Professor  Futrall  was 
made  head  of  the  department,  which  position  he  has  since  held.  In  1899- 
1900  he  studied  at  the  Universities  of  Bonn  and  Halle,  and  traveled  in 
Greece  and  Italy. 

In  1898  he  was  married  to  Miss  Annie  Gaines  Duke.     Three  chil- 
dren were  born  of  this  union,  two  of  whom  are  now  living. 


William  Nathan  Gladson  was  born  at  Corning,  Iowa,  February  22, 
1866,  son  of  J.  M.  and  Almira  (Newcomb)  Gladson.  He  received  his 
primary  education  in  the  country  district  school  and  the  high  school 
of  Corning.  He  then  entered  the  Iowa  State  College  of  Agriculture 
and  Mechanic  Arts  at  Ames,  from  which  he  received  the  degree  of  B. 
M.  E.  in  1888.  From  1888  to  1891  he  was  in  the  employ  of  the  Thom- 
son-Houston Electric  Com- 
pany as  an  expert  electrician. 
During  the  year  of  1892  he 
was  in  the  employ  of  the 
Westinghouse  Electric  and 
Manufacturing  Company  on 
the  World's  Fair  grounds  at 
Chicago  as  designing  engi- 
neer and  draughtsman.  The 
scholastic  year  of  1893  he 
spent  at  the  Ohio  State  Uni- 
versity as  assistant  professor 
of  electrical  engineering.  In 
February,  1894,  he  came  to 
the  University  of  Arkansas 
a  s  adjunct  professor  i  n 
charge  of  the  department.  In 
1897  he  was  made  professor 
of  electrical  engineering, 
which  position  he  now  holds. 
During  his  service  with  the 
William  Nathan  Gladson.  Uuivcrsity  of  Arkausas,  he 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  463 

spent  one  summer  vacation  in  the  University  of  Chicago  in  special 
research  work ;  one  summer  with  the  Allis-Chalmers  Electric  Com- 
pany as  superintendent  of  construction  of  a  large  railway  plant.  In 
1896  he  did  some  original  research  work  on  the  X-ray  and  secured  and 
operated  the  first  X-ray  machine  in  the  State  of  Arkansas.  He  also 
did  original  research  work  on  the  wireless  telegraph  and  operated  the 
first  wireless  telegraph  instrument  in  the  State.  In  1897  he  wrote  a 
thesis  on  the  X-ray  from  notes  and  research  work  of  the  year  before 
and  was  granted  the  degree  of  Ph.  D.  by  the  McCleanorsville  College 
of  McCleanorsville,  Tennessee.  He  is  at  present  in  charge  of  the  water 
power  investigation  of  the  State,  jointly  for  the  State  and  United 
States.  He  is  a  charter  member  of  the  American  Electro-Chemical 
Society,  a  member  of  the  American  Institute  of  Electrical  Engineers 
and  of  the  Society  for  the  Promotion  of  Engineering  Education,  also 
a  member  of  the  National  Geographic  Society.  He  was  married  to 
Miss  Elizabeth  Wade  in  1891.    Two  daughters  were  born  to  them. 


James  Beale  Gordon.  The  failure  of  the  legislature  in  1877  to 
appropriate  adequately  for  the  university  forced  the  board  in  June 
to  cut  down  expenses.  For  that  reason  Professor  Demmlar  was  not 
retained,  an  adjunct  professorship  of  civil  engineering  and  mathe- 
matics was  created  and  Professor  Gordon,  C.  E.  and  B.  Sc,  a  young 
graduate  of  the  University  of  Virginia,  was  appointed  by  the  executive 
committee  to  fill  it.  He  held  the  position  until  June,  1880,  when  he 
was  made  professor  of  applied  mathematics  and  civil  engineering.  He 
died  of  typhoid  fever  at  Fayetteville,  September  11,  1880.  He  was 
a  young  man  of  promise.  He  was  popular  with  both  teachers  and 
students.  The  faculty  in  commenting  upon  his  death,  said  that  the 
university  had  lost  "one  of  the  brightest  ornaments  that  has  ever 
adorned  its  rostra,  and  one  who  was  respected  and  honored  and  loved 
by  all  who  knew  him  as  a  brilliant  scholar,  a  gifted  teacher,  a  gentle- 
man whose  many  excellent  qualities  of  heart  and  head  endeared  him 
to  all."    His  body  was  taken  back  to  Virginia. 


464 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Mary  Gorton,  daughter  of  Truman  B.  and  Elizabeth  (Searle) 
Gorton,  was  born  at  Rock  Island,  Illinois,  September  27,  1844.  After 
graduating  from  the  Rock  Island  high  school  in  1863,  she  entered 
the  state  normal  school  at  Normal,  near  Bloomington,  and  attended 
there  four  years,  graduating  with  highest  honors  and  being  chosen 
valedictorian  of  her  class.      Meantime   she  had  taught  one  year  as 

assistant  principal  at  Rock 
Island.  Immediately  after 
graduation  she  accepted  a 
position  in  the  Cook  County 
normal  and  taught  there  four 
years.  Receiving  an  offer  of 
a  full  professorship  in  the 
University  of  Arkansas  at  a 
larger  salary,  she  accepted 
and  was  present  at  the  open- 
ing of  the  first  session  in 
January,  1872.  She  remained 
with  the  university  until 
1877.  Her  official  designa- 
tion was  "preceptress  in  nor- 
mal department."  The  last 
Near  of  her  stay,  when  Pro- 
fessor Gates  was  president, 
she  was  made  principal.  Her 
thorough  training  and  long 
experience  in  that  kind  of 
Mary  Gorton.  ^^^.j^    ^^^^^    j^^j.    eminently 

qualified  for  the  task  assigned  her  at  the  universit)-.  Her  professional 
ability  and  womanly  qualities  won  the  respect  and  admiration  of  both 
faculty  and  students.  When  she  announced  her  intention  of  leaving, 
the  board  accepted  her  resignation  with  regret  and  in  a  series  of 
resolutions  declared  that  she,  "By  her  happy  tact  in  subduing  and 
controlling  the  wayward  and  the  idle,  impressing  upon  them  her  own 
high  type  of  thought  and  mode  of  reasoning,  and  by  her  unvarying 
devotion  to  the  interests  of  the  University,  has  made  us  to  feel  her 
loss  to  be  almost  irreparable."    A  part  of  the  time  while  at  the  univer- 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  465 

sity  she  served  as  secretary  of  the  faculty.  She  took  an  active  interest 
in  student  life  and  was  largely  instrumental  in  founding  the  first 
literary  society. 

At  the  time  of  her  death  the  faculty,  with  most  of  whom  she  had 
been  associated,  resolved  that  "Hundreds  of  the  youth  of  this  and 
other  states  recognize  in  her  the  chief  architect  of  whatever  character 
they  possess."  Mr.  Wentworth,  sometime  president  of  the  Cook 
County  Normal,  is  said  to  have  declared  that  she  was  the  best  educated 
woman  in  Cook  County.  Certainly  she  was  a  highly  cultured  woman, 
possessing  a  keen  appreciation  of  the  best  in  literature,  music,  and  art. 
When  she  left  Arkansas  she  went  to  St.  Louis  with  the  intention  of 
practicing  law,  which  she  had  been  reading  privately,  in  cooperation 
with  an  attorney  to  whom  she  had  been  engaged  some  time.  Mean- 
time she  accepted  a  position  in  the  public  schools  of  St.  Louis  and  is 
said  to  have  won  high  praise  from  their  superintendent,  Dr.  Wm.  T. 
Harris.  In  the  fall  of  1878  she  took  her  examination  and  was  admitted 
to  the  bar,  her  examiner,  a  leading  judge,  declaring  that  never  before, 
in  all  his  experience,  had  he  passed  a  candidate  of  such  high  attain- 
ments. But  overwork — teaching  during  the  regular  hours  of  school, 
coaching  special  students,  and  helping  her  betrothed  at  night — was 
undermining  her  health.  She  was  to  have  been  married  the  following 
Christmas,  but  died  November  15,  1878. 


Oliver  Crosby  Gray,  son  of  Dr.  Peter  and  Rachel  (Kennedy)  Gray, 
was  born  at  Jefferson,  Maine,  December  30,  1832.  He  attended  Colby 
College  at  Waterville,  Maine,  and  was  graduated  from  that  institution 
in  1855.  He  was  a  classmate  of  the  late  Nelson  Dingley,  who  rose  to 
the  leadership  of  the  Republican  majority  in  the  house  of  representa- 
tives. After  leaving  Colby  College,  Colonel  Gray  attended  Dart- 
mouth College  for  a  short  time.  He  then  went  west  and  located  at 
Minneapolis,  where  in  1856-57  he  was  superintendent  of  the  public 
schools.  In  1858  he  moved  to  Arkansas  and  in  that  year  and  the 
year  following  was  principal  of  Monticello  academy.  In  1860-61 
he  was  principal  of  Princeton  academy,  which  was  at  that  time 
one  of  the  leading  institutions  of  the  State.  At  the  beginning 
of  the  Civil  War  he  enlisted  as  a  private  in  the  third  Arkansas  cavalry 


466 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


and  served  under  Colonel   Solon   Bourland  and  later  under  Colonel 

Hobson.  He  afterwards  rose 
to  the  captaincy  of  troop  A 
in  the  same  regiment. 

After  the  war  Colonel 
Gray  returned  to  Arkansas 
and  resumed  teaching.  In 
1866-67  he  was  principal  of 
Princeton  female  academy. 
He  then  accepted  the  posi- 
tion as  professor  of  mathe- 
matics in  St.  John's  College 
at  Little  Rock.  He  was 
later  elected  president  of  the 
same  institution  and  served 
in  that  capacity  until  1875, 
when  he  went  to  the  Univer- 
sity of  Arkansas,  and  served 
as  professor  of  mathematics 
from  1875  to  1886.  In  1887- 
88  he  was  principal  of  the 
public  schools  in  Fayette- 
ville,  Arkansas.  He  then  re- 
turned to  the  chair  of  mathe- 
matics in  the  university,  which  position  he  held  until  1895, 
when  he  was  elected  principal  of  the  school  for  the  blind  at  Little 
Rock.  From  1899  to  1901  he  was  principal  of  the  Speers-Langford 
Institute  at  Searcy.  In  1901  he  was  reelected  superintendent  of  the 
blind  school,  which  position  he  held  until  his  death.  Colonel  Gray 
was  a  member  of  Magnolia  Lodge,  A.  F.  and  A.  M. ;  Union  Chapter, 
Royal  Arch  Masons ;  Hugh  de  Payens  Commandery,  Knights  Templar, 
and  was  one  of  the  oldest  members  of  the  Scottish  Rite  bodies  of  the 
Valley  of  Little  Rock.  He  was  a  life-long  member  of  the  Presbyterian 
Church.  Colonel  Gray  was  twice  married.  His  first  wife  was  Miss 
Virginia  L.  Davis  whom  he  married  May  27,  1857.  He  was  married 
the  second  time  to  Mrs.  Mary  M.  Beattie  whom  he  married  June  17, 
1889.  By  his  first  marriage  Colonel  Gray  had  two  children  both  of 
whom  survive  him. 


Oliver  Crosby  Gray. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


467 


Gustavus  Garland  Greever 

was  born  in  Lead  Hill,  Boone 
County,  Arkansas,  April  4, 
1883,  son  of  William  A.  and 
Lydia  C.  (Redus)  Greever. 
His  parents  moved,  in  the 
summer  of  1895,  to  Carthage, 
Missouri.  He  then  entered 
the  high  school  of  that  city, 
from  which  he  was  graduated 
in  1899.  In  the  fall  of  1900 
he  entered  Central  College. 
Fayette,  Missouri,  from 
w^hich  he  received  the  B.  A. 
degree  in  1904.  In  the  fall 
of  the  same  year  he  became 
a  fellow  in  English  in 
Trinity  College,  Durham, 
North  Carolina,  and  from  this 
institution  he  received  the 
degree  of  M.  A.  in  1905.  Since 
then  he  has  taken  special  courses  in  English  there.  For  three 
years — from  the  fall  of  1905  to  the  spring  of  1908 — he  was  head 
of  the  department  of  English  in  the  city  high  school  of  Durham, 
North  Carolina.  In  the  fall  of  1908  he  became  associate  pro- 
fessor of  English  in  the  University  of  Arkansas,  which  position 
he  now  holds.  He  has  recently  edited  Poe's  "Raven,"  Long- 
fellow's "Courtship  of  Miles  Standish,"  and  Whittier's  "Snow 
Bound."  He  is  a  reviewer  for  "The  Dial,"  and  will  shortly  pub- 
lish an  article  on  Southern  Leadership  Since  the  Civil  War  in 
"The  North  American  Review."  He  was  married  to  Miss  May  St. 
Clair  Stocking  in  the  summer  of  1908. 


Gustavus  Garland  Greever. 


468 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Sara  Eugenia  Harris  was  born  in  Missouri,  but  was  educated  in 
Fayetteville,  Arkansas,  receiving  the  degree  of  B.  A.  in  1876,  at  the 
age  of  nineteen.  In  addition  to  the  work  required  for  the  degree  she 
had  taken  all  the  advanced  courses  at  that  time  offered  in  the  univer- 
sity. The  following  year  she  was  invited  by  the  board  of  trustees 
and  the  faculty  of  the  university  to  take  a  place  as  adjunct  professor  in 
English  and  history.  When  Professor  James  Mitchell,  the  head  of 
the  department,  resigned  to  assume  the  editorship  of  the  "Little  Rock 
Gazette,"  his  duties  fell  upon  Miss  Harris.  In  1883  the  degree  of  A. 
M.  was  conferred  upon  her.  She  was  given  the  rank  of  professor  and 
held  the  chair  until  1885.  In  July  of  that  year  she  was  married  to 
Professor  C.  P.  Conrad.  Since  his  death  she  has  devoted  herself  to  the 
education  of  her  three  children,  incidentally  continuing  her  own  studies 
at  the  foremost  universities  in  America  and  in  Germany,  and  for  two 

years    at   the   University   of 
Geneva,    Switzerland. 


Francis  LeRoy  Harvey. 


Francis  Le  Roy  Harvey, 

second  son  of  Daniel  and 
Amanda  Harvey,  was  born 
near  Ithaca,  New  York, 
April  22,  1850.  He  received 
his  early  education  in  the 
schools  of  Ithaca.  When  he 
was  about  fifteen  years  old 
his  parents  moved  to  Iowa 
and  located  at  what  is  now 
Humboldt.  He  entered  the 
Iowa  Agricultural  College 
at  Ames  in  1868,  entirely 
paying  his  own  way  by 
teaching  and  whatever  he 
found  to  do.  Between  1867 
and  1874  he  had  taught  four- 
teen terms  in  the  schools  of 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  469 

the  State.  He  graduated  from  the  agricutural  college  in  1872  with  the 
degree  of  B.  S.  and  fourteen  years  later  received  the  M.  S.  degree. 
During  his  college  course  he  was  student  assistant  in  chemistry  and 
took  many  special  honors  in  natural  science.  In  1873  he  became 
principal  of  a  graded  school  in  Iowa ;  and  the  year  following  was  made 
professor  of  natural  science  in  Humboldt  College.  He  continued  in 
this  capacity  until  1875  when  he  was  elected  to  the  chair  of  theoretical 
and  applied  chemistry  and  natural  history  in  the  University  of 
Arkansas.  In  1881  the  chair  was  divided  and  he  was  given  that  of 
biology  and  geology,  which  position  he  held  until  1885. 

During  his  stay  in  Arkansas  he  found  many  plants  and  fossils  new 
to  science  and  published,  among  other  things,  "Forest  Trees  of 
Arkansas,"  which  is  still  used  as  a  book  of  information  on  Arkansas 
forestry.  He  worked  with  tireless  energy  for  the  interests  of  the 
institution,  collecting  the  flora  and  minerals  of  the  State.  In  addition 
to  his  work  in  building  up  his  department  he  made  special  studies  in 
insect  depredations,  plant  diseases,  forestry  problems,  botanical  sub- 
jects and  the  more  practical  branches  of  agriculture  and  horticulture. 
While  in  Fayetteville  he  collected  and  distributed  at  his  own  expense 
one  hundred  thousand  native  plants  to  the  schools  and  colleges  of  the 
State.  Two  of  the  plants  were  given  his  name  by  Dr.  Asa  Gray.  In 
1886  he  assumed  charge  of  the  natural  history  establishment  of  Dr. 
A.  E.  Foote  in  Philadelphia,  but  after  a  year's  service  here  he  accepted 
the  call  to  the  chair  of  natural  history  in  the  University  of  Maine. 
He  was  largely  instrumental  in  securing  the  erection  of  Coburn  Hall, 
which  was  completed  two  years  later.  In  1888  he  was  made  botanist 
and  entomologist  of  the  experiment  station.  This  added  greatly  to  his 
routine  duties  and  gave  less  time  for  original  investigation,  of  which 
he  was  very  fond.  In  1890  he  received  the  Ph.  D.  from  the  University 
of  Arkansas. 

Professor  Harvey  was  a  corresponding  member  of  the  Academy  of 
Natural  Science  of  Philadelphia,  an  honorary  member  of  the  American 
Association  of  Forestry,  a  member  of  Torrey  Botanical  Club  of  New 
York,  of  the  Washington  Entomological  Society,  the  Portland  Natural 
History  Society  and  an  active  member  of  the  American  Association 
of  Economics,  Botanists  and  Entomologists.  He  discovered  about 
fifty  forms  new  to  science,  has  described  a  number  of  new  insects 


470 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


and  algae,  and  half  a  dozen  plant  forms  have  been  named  for  him  by 
Lesquereux,  Peck,  Bortte  and  Gray.  He  wrote  many  scientific  articles 
for  journals  and  periodicals  in  Arkansas.  From  1886  to  the  time  of 
his  death  in  1900  he  published  nearly  seventy  articles  pertaining  to  the 
natural  history  of  Maine.  He  was  of  a  religious  turn  of  mind  and  a 
life-long  Christian.  He  was  married  to  Miss  Addie  Lillian  Bortte  of 
Independence,  Iowa,  June  27,  1878.  Six  children,  five  of  whom  survive, 
were  born  of  this  union :  Le  Roy  Harris,  Bortte  Trott,  Henry 
Stuart,  William  Loke,  Florence  Evelyn  and  Ruth  Josephine.  Pro- 
fessor Harvey  died  suddenly  at  Orono,  Maine,  March  6,  1900. 


Joseph  Lee  Hewitt,  son  of  Joseph  N.  and  Mary  (Davis)  Hewitt, 
was  born  at  Denver,  Indiana,  May  7,  1881.  His  parents  moved  to 
Missouri  in   1885.     He  received  his  early  education  in  the  common 

schools  of  Missouri.  He 
then  entered  the  manual 
training  high  school  of  Kan- 
sas City,  from  which  he  was 
graduated.  He  then  entered 
Kansas  University  school  of 
engineering,  where  he  spent 
one  year.  For  two  years  he 
was  employed  as  chemist  by 
the  Smelting  and  Refining 
Company  of  Argentine,  Kan- 
sas. He  then  entered  the 
University  of  Missouri,  from 
which  he  was  graduated 
with  the  B.  S.  degree  in  1905. 
Since  that  time  he  has  been 
continuously  in  the  service 
of  Arkansas  agricultural 
education.  He  was  first  em- 
ployed as  assistant  in  horti- 
culture, then  as  adjunct  pro- 
josephiLee  Hewitt.  fessor  of  horticulture.    Later 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


471 


he  accepted  the  position  as  plant  pathologist,  and  in  1909  was  made 
professor  of  plant  pathology. 


Jobelle  Holcombe  was  born  at  Springdale,  Arkansas,  in  1877. 
She  received  her  primary  and  secondary  education  in  the  Springdale 
and  Fayetteville  public  schools.  She  entered  the  preparatory  depart- 
ment of  the  University  of  Arkansas  in  1892  and  six  years  later 
received  the  B.  A.  degree. 
After  her  graduation  she 
was  a  teacher  in  Willie  Hal- 
sell  College  at  Vinita,  Okla- 
homa, for  one  year.  She  then 
r  e  tu  r  n  e  d  to  Fayetteville, 
Arkansas,  where  she  was 
employed  as  a  teacher  in 
the  public  schools  from 
1899-1901.  For  the  next  two 
years  she  taught  in  the  pre- 
paratory department  of  the 
University  of  Arkansas. 

In  1903  she  became  a 
student  at  Chautauqua,  New 
York.  From  1903  to  1905 
she  taught  English  and 
modern  languages  in  the 
Arkansas  Cumberland  Col- 
lege at  Clarksville.  She  was 
a  graduate  student  in  Cor- 
nell University,  1905-06, 
from  which  institution  she  received  the  M.  A.  degree  in  1906.  During 
the  year  1906-07  she  was  instructor  in  English  in  the  preparatory 
department  in  the  University  of  Arkansas.  In  1907  she  was  made 
dean  of  women  and  instructor  of  English  in  the  college  department 
of  the  university,  which  position  she  now  holds. 


Jobelle  Holcombe. 


472 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


She  was  one  of  the  charter  members  of  the  Chi  Omega  sorority 
and  did  much  toward  making  it  a  national  sorority.  She  is  a  member 
of  the  south  central  territorial  committee  of  the  Young  Women's 
Christian  Association. 


Victor  Albert  Hooper  was  born  at  Tyrone,  Ontario,  Canada, 
November  20,  1881.  His  parents  are  of  Canadian  descent.  He  received 
his  early  education  in  the  public  schools  of  his  native  district  after 
which  he  entered  upon  a  high  school  course.  After  having  attended 
the  high  school  for  two  years  he  entered  the  Ontario  Agricultural 
College  at  Guelph,  Canada.  He  remained  here  for  two  years, 
1900-02.  After  leaving  college  he  was  instructor  in  dairy  husbandry, 
and  in  charge  of  experimental  butter-making  in  the  Ontario  Agri- 
cultural   College,    1902-03.      He   was    employed   by   the    City    Dairy 

Company  in  Toronto,  Canada, 
during  the  year  1903-04.  He 
was  elected  professor  of  dairy 
husbandry  in  the  University 
of  Arkansas  in  1904,  which 
position  he  now  holds.  He  is 
unmarried. 


Victor  Albert  Hooper. 


Charles  Edwin  Houghton 

was  born  in  Philadelphia, 
Pennsylvania,  on  March  14, 
1859.  His  high  school  educa- 
tion was  received  in  Ann 
Arbor  High  School,  from 
which  he  was  graduated  in 
1880.  Between  1880  and  1890 
he  was  engaged  in  railway 
construction  and  location,  city 
surveying  and  irrigation  work. 
He  entered  the  University  of 
Michigan   in    1890,    but   later 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


473 


became  a  student  in  Leland 
Stanford  University,  from 
which  he  was  graduated  in 
1893.  He  then  entered  Cor- 
nell University,  from  which 
he  received  the  M.  M.  E. 
in  1894.  From  18  94  to 
1898  he  was  instructor  in 
mechanical  engineering  in 
Cornell  University.  In  1898 
he  was  made  professor  of 
mechanical  engineering  in 
the  University  of  Arkansas. 
He  served  in  this  capacity 
until  1902  when  he  accepted 
the  position  as  associate 
professor  of  mechanical  en- 
gineering in  New  York  Uni- 
versity, which  position  he 
now  holds.  He  is  a  member 
of  the  American  Society  of 
Mechanical  Engineers,  the 
Society  for  the  Promotion  of  Engineering  Education  and  the  Sigma 
Phi.  fraternity.  He  is  the  author  of  a  text-book  on  the  mechanics  of 
materials. 

He  was  married  to  Miss  Anna  E.  Bascher  of  Stockton,  California, 
in  1895.    Two  children  were  born  of  this  union,  Edwin  Jr.  and  Evelyn. 


^^^^^m 

^^^■■J^^^^^^^iHrBH 

I^^W''^'^, 

■ 

^^^^^^^^^^^^^? 

IP 

1 

1 

Vl^ 

^ 

1 

4 

mM 

J 

Charles  Edwin  Houghton. 


Julius  Franklin  Howell,  son  of  Edward  and  Sarah  (Barnes)  Howell, 
was  born  on  a  farm  in  Nansemond  County,  Virginia,  January  17, 
1846.  He  received  his  early  education  in  private  schools.  He  then 
attended  Reynoldson  Collegiate  Institute,  North  Carolina,  from  1855 
to  1861.  In  August,  1862,  he  joined  the  Confederate  army,  and  became 
a  member  of  the  24th  Virginia  cavalry.  He  served  continuously  in  the 
army  until  April  6,  1865,  when  he  was  captured  at  the  battle  of  Sailor's 
Creek,  Virginia,  and  kept  for  two  months  in  the  military  prison  at 


474 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Point  Lookout,  Maryland. 


After  studying  another  year  at  the  above- 
named  institution,  he  taught 
in  North  CaroHna  from  1867 
to  1873.  He  then  removed 
to  Arkansas  and  taught  in 
private  and  public  schools 
until  1885.  From  1885  to 
1891  he  taught  in  the  normal 
department  and  also  in  the 
preparatory  department  of 
the  University  of  Arkansas. 
The  latter  year  he  became 
professor  of  history  and 
pedagogy  and  served  in  this 
capacity  until  1898.  He  was 
married  September  17,  1870, 
to  Miss  Ida  Celsus  Hinton. 
Nine  children  were  born  to 
them. 


William  Smythe  Johnson 

Julius  Franklin  Howell.  -^^g    j^orn    On    a    farm    near 

Arkadelphia,  Clark  County,  Arkansas,  October  8,  1869.  When  he  v^^as 
a  year  old  the  family  moved  to  the  southern  part  of  Pike  County, 
w^here  he  remained  until  he  w^ent  away  to  school. 

His  father,  a  native  of  Jackson,  Tennessee,  saw  four  years  of 
service  in  the  Southern  cause.  He  was  educated  in  the  common  public 
and  private  schools  of  Pike  County  until  he  was  sent  to  Howard's 
Academy  to  prepare  for  college.  He  left  there  and  taught  a  school 
at  the  age  of  fifteen  in  the  northern  part  of  Pike  County.  He  then 
took  charge  of  his  father's  store,  but  later  gave  it  up  and  weighed 
cotton  in  his  father's  gin.  During  the  following  fall  and  winter  he 
taught  a  term  of  school  at  Wallaceburg,  Arkansas,  at  the  close  of 
which  he  entered  Ouachita  College.  By  teaching  every  summer,  he 
remained  there  until  he  received  the  B.  A.  degree  in  1890.  After  his 
graduation   he  was  principal   of  the   public  schools   at   Emmet  and 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


475 


Lewisville,  Arkansas.'  He 
then  served  as  instructor  in 
mathematics  in  On  a  c  h  i  t  a 
College  for  one  year.  In 
1893  he  took  charge  of  the 
newly  established  Baptist 
College  at  Mountain  Home, 
Arkansas,  where  he  re- 
mained three  years.  This 
year  Ouachita  College  con- 
ferred on  him  the  honorary 
M.  A.  degree. 

He  entered  Yale  Univer- 
sity in  the  fall  of  1896,  and, 
with  the  exception  of  one 
semester  spent  at  the  Uni- 
versity of  Leipzig,  Germany, 
remained  there  three  years, 
receiving  the  Ph.  D.  degree 
in  1899.  In  reporting  this 
matter     at     the     time     the 

"Arkansas      Gazette"      stated  William  Smythe  Johnson 

that  he  was  the  first  native  of  the  State  to  receive  this  degree.  He 
was  made  instructor  in  psychology  at  Yale  the  following  year.  In 
the  summer  of  1900  he  had  charge  of  the  department  of  philosophy 
at  the  University  of  Cincinnati,  and  in  the  fall  went  to  the  Normal 
College  of  Louisiana  as  head  of  the  training  department,  where  he 
remained  for  two  years.  For  the  past  seven  years  he  has  had  charge 
of  the  department  of  philosophy  and  pedagogy  at  the  University  of 
Arkansas. 

He  was  instrumental  in  establishing  the  Arkansas  Teachers'  Read- 
ing Circle  in  1905,  a  department  of  the  State  Teachers'  Association, 
which  now  has  over  two  thousand  members  who  do  regular  and 
systematic  work  along  professional  and  cultural  lines.  He  has  served 
as  president  of  the  circle  ever  since  its  organization.  Soon  after 
coming  to  the  university  he  got  the  consent  of  the  president  to  estab- 
lish a  university  employment  bureau,  which  he  manages  for  the  benefit 
of  students. 


476  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

His  thesis  for  the  Ph.  D.  was  pubHshed  by  Yale  University  under  the 
title  "Practice  and  Habit."  He  is  a  Democrat  and  a  Baptist.  April  26, 
1903,  he  married  Miss  lima  Leche  of  Donaldsonville,  La.  They  have 
one  daughter. 

Junius  Jordan  w^as  born  in  Barbour  County,  Alabama.  After  finish- 
ing the  public  schools  of  his  native  town  he  entered  the  Southern 
University  in  Alabama,  from  which  he  was  graduated  with  the  M.  A. 
degree  in  1867.  After  his  graduation  he  taught  Latin  and  Greek  in  the 
Columbus,  Mississippi,  male  college  1870-75.  He  came  to  Arkadelphia, 
Arkansas,  in  1876,  as  principal  of  the  male  high  school,  which  position 
he  held  for  one  year.  He  then  went  to  Pine  Blufif  and  opened  a  private 
school  where  he  taught  for  ten  years.  In  1894  he  was  elected  state 
superintendent  of  public  schools  and  served  in  this  capacity  until  1898, 
when  he  accepted  the  chair  of  philosophy  and  pedagogy  in  the  Univer- 
sity of  Arkansas.  He  held  this  position  for  three  years,  when  he  was 
elected  as  superintendent  of  the  city  schools  at  Pine  Bluff.  In  1900  he 
was  elected  president  of  the  Southern  Educational  Association  at 
Memphis,  Tennessee.  As  normal  instructor  he  has  delivered  courses 
of  lectures  at  the  University  of  Mississippi  and  at  Millsaps  College  at 
Jackson,  Mississippi ;  and  also  at  the  normals  held  in  Chattanooga, 
Collierville  and  Memphis,  Tennessee.  He  has  also  filled  lecture 
engagements  during  the  past  ten  years  in  Arkansas,  Texas  and 
Louisiana.  He  has  won  distinction  as  a  lecturer  in  various  states  of 
the  South  and  he  still  is  engaged  in  platform  work  when  not  occupied 
with  school  duties. 

In  1886  the  Central  University  of  Kentucky  conferred  on  him  the 
M.  A,,  honoris  causa,  and  in  1898  he  received  the  LL.  D.  from  the 
University  of  Arkansas. 

Charles  Volney  Kerr,  son  of  George  W.  and  Nancy  (Collins)  Kerr, 
was  born  near  Troy,  Miami  County,  Ohio,  March  2y,  1861.  The  family 
moved  to  Illinois  in  1863.  His  early  education  was  secured  in  the  old- 
fashioned  country  district  school.  In  early  manhood  he  went  to  Pittsburg 
to  enter  the  Western  University  of  Pennsylvania  where  he  graduated  with 
honors  in  1884  (Ph.  B.).    Fourteen  years  later,  in  recognition  of  special 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


477 


work  in  engineering  mechanics, 
he  was  honored  with  the  degree 
of  Ph.  D.  In  1885  he  entered 
the  sophomore  class  of  Stevens 
Institute  at  Hoboken,  N.  J. 
During  his  senior  year  he 
helped  to  organize  and  was  the 
first  president  of  the  Stevens 
Engineering  Society  which  still 
schoolmates  and  an  assistant  in 
exists.  He  was  also  a  tutor  for 
the  chemical  laboratory.  With, 
a  classmate,  now  assistant  to 
the  president  of  the  Carnegie 
Steel  Company,  he  made  a 
graduation  thesis  test  on  the 
engines  of  a  tow  boat  which 
drove  a  large  fleet  of  coal 
barges  from  Pittsburg  down  to 
the  mouth  of  the  Red  River  in 
Louisiana.       The     winter     of  ^     , 

Charles  \  oiney  Kerr. 

1888-89  was  spent  in  teaching 

mathematics  and  science  in  Pratt  Institute,  Brooklyn.  In  the  spring  of 
1889  the  position  of  assistant  professor  of  mechanical  engineering  in  the 
Western  University  was  secured.  In  January,  1890,  the  work  of  laying 
out  the  course  in  mechanical  engineering  for  the  university  and  of 
equipping  the  shops  was  begun.  In  1891  he  accepted  the  position  as  head 
of  the  engineering  department  in  the  University  of  Arkansas,  which 
position  he  held  until  1896.  During  these  five  years  the  work  in  civil  and 
mechanical  engineering  was  continued  and  in  some  respects  made  still 
more  efficient.  The  course  in  electrical  engineering  was  established.  In 
1896  he  accepted  the  position  as  head  of  the  mechanical  engineering  depart- 
ment in  the  Armour  Institute  at  Chicago.  While  there  he  acted  as  a 
consulting  engineer  in  the  establishment  of  a  compressed  air  pumping 
plant  for  the  village  of  Riverside  near  Chicago  and  in  a  long  series  of 
tests  of  roller  bearings  in  comparison  with  sliding  bearings. 


478 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


In  1902  the  chance  came  to  enlarge  the  experience  in  practical  engineer- 
ing and  he  resigned  to  become  one  of  the  engineers  for  Westinghouse, 
Church,  Kerr  &  Company  of  New  York  City.  Leaving  that  interesting 
and  helpful  work  in  power  plant  engineering  with  the  good  wishes  of  his 
associates,  Professor  Kerr  organized  the  Kerr  Turbine  Company  in  1904. 
In  five  years  they  had  manufactured  and  sold  250  turbines  in  various 
parts  of  the  United  States  and  several  foreign  countries. 

Professor  Kerr  is  a  member  of  the  American  Society  of  Mechanical 
Engineers,  the  Western  Society  of  Engineers,  Society  for  the  Promotion 
of  Engineering  Education,  and  in  local  matters,  of  the  board  of  education. 
He  was  also  a  member  at  one  time  of  the  Arkansas  State  Teachers' 
Association  and  of  the  National  Educational  Association. 

He  has  contributed  articles  to  engineering  journals  and  to  society 
proceedings.     Among  the  more  important  are  the  following:      "The 

Arkansas  Industrial  Univer- 
sity," Cassier's  Magazine; 
"The  Potential  Efficiency  of 
Prime  Movers,"  Proceedings 
American  Society  Mechanical 
Engineers,  Volume  25 
(1904);  "Theory  of  the  Mo- 
ment of  Inertia,"  Ibid.,  Vol- 
ume 20  (1899)  ;  "Education  of 
Railway  Mechanical  Engi- 
neers," Proceedings  Western 
Railway  Club,  1902.  He  was 
married  December  25,  1888, 
to  Miss  Libbie  A  p  p  1  e  b  e  e. 
Four  children  have  been  born 
to  them. 


Julius  James  Knoch. 


Julius  James  Knoch,  son 
of  Herman  and  Amelia 
(Roebling)  Knoch,  was  born 
at  Saxonburg,  Pennsylvania, 
a  small  town  near  the  city  of 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


479 


Pittsburg,  January  12,  1863.  His  father  was  born  in  Muhlheisen, 
Germany,  and  came  to  America  in  1831.  His  mother,  who  was  a  niece 
of  W.  A.  Roebling,  the  builder  of  the  Brooklyn  Bridge,  was  born  at 
Saxonburg,  Pennsylvania,  in  1837.  His  early  education  was  obtained 
at  the  public  schools  near  his  home.  He  then  entered  Grove  City 
College,  Grove  City,  Pennsylvania,  in  1882,  receiving  the  degree  of 
B.  S.  in  1886,  and  the  degree  of  M.  S.  in  1888.  The  same  year  he 
entered  Cornell  University  and  received  the  degree  of  C.  E.  in  1892. 

He  was  instructor  of  German  and  mathematics  in  Grove  City 
College  from  1886  to  1888,  and  did  professional  work  as  assistant 
engineer  to  Professor  C.  L.  Crandall  at  Ithaca,  New  York.  This  work 
included  a  steel  highway  bridge  of  three  spans  and  approaches  across 
the  Susquehanna  River  at  Oswego,  New  York,  the  total  length  of  the 
structure  being  about  nine  hundred  feet. 

From  June,  1893,  to  1894,  he  was  adjunct  professor  of  civil  engi- 
neering in  the  University  of 
Arkansas ;  associate  profes- 
sor of  civil  engineering, 
1894-1897.  In  1897  he  was 
made  a  full  professor.  He 
has  been  acting  city  engi- 
neer of  Fayetteville  since 
1898.  He  was  married  to 
Miss  Amelia  K  e  e  1  e  r  of 
Ithaca,  New  York,  in  ^lay, 
1893.  Of  this  union  two 
sons  have  been  born,  Elmo 
and  Lester. 


Virgil  Proctor  Knott,  son 
of  \V.  J.  and  Mary  Belle 
(Jackson)  Knott,  was  born 
at  Bentonville,  Ar  k  a  n  s  a  s. 
December  1,  1882.  He  was 
educated  in  the  public 
schools   of    Bentonville   and 


Virgil  Proctor  Knott. 


480 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


in  the  Bentonville  Academy.  He  entered  the  University  of  Arkansas 
in  1899,  from  which  he  was  graduated  in  June,  1904,  with  the  degree 
of  B.  C.  E.  After  his  graduation  he  was  employed  in  the  following 
positions :  Assistant  engineer  on  construction  of  Fort  Smith  and 
Western  Railway  with  residence  at  Okemah,  Oklahoma,  1902-03 ; 
assistant  engineer  with  the  Terminal  Railway  Association  in  St.  Louis 
from  May  until  September,  1906;  assistant  professor  -of  civil  engi- 
neering in  the  University  of  Arkansas  1904-07  and  associate  professor 
of  civil  engineering  in  same  institution,  which  position  he  now  holds. 
He  is  a  member  of  the  Societv  for  Promotion  of  Ensfineerinpf  Education. 


James  Wyse  Kuykendall  was  born  at  Gainesville,  Arkansas,  Sep- 
tember 12,  1873.  He  received  his  elementary  education  in  the  public 
schools  of  Arkansas  and  Texas.  He  later  took  work  in  Thompson's 
Classical  Institute,  St.  Louis  College  of  Physicians  and  Surgeons,  and 

later  the  University  of  Arkan- 
sas, but  he  received  no  degree 
except  the  L.  L  in  1904.  After 
his  graduation  he  began 
teaching.  He  was  first  em- 
ployed in  the  public  schools 
of  Texas,  1892-93.  He  then 
accepted  a  position  in  Para- 
gould,  Arkansas.  He  has 
since  held  the  following  posi- 
tions :  Teacher  of  mathe- 
matics, Thompson's  Classical 
Institute,  Paragould,  1893-94; 
vice-principal  Paragould  pub- 
lic school,  1894-96;  deputy 
state  superintendent  of  public 
instruction,  1897- 1901 ;  state 
superintendent  of  public 
instruction,  1898  (seven 
weeks)  ;  principal  preparatory 
department.  University  o  f 
James  Wyse  Kuykendall.  Arkansas,     1901-05;    superin- 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


481 


tendent  of  schools.  Fort  Smith,  Arkansas,  since  1905.  He  has  held 
several  honorary  positions,  including  the  presidency  of  the  State  Teachers* 
Association. 

He  was  married  to  Miss  Mary  Ida  Hopkins  in  1894.     Four  children 
were  bom  to  them. 


Alvin  V.  Lane  was  bom  in  New  Orleans,  Louisiana,  February  14,  i860. 
He  entered  Vanderbilt  University  in  his  early  manhood,  and  was  graduated 
from  that  institution  with  the  degree  of  C.  E.  in  1881  and  Ph.  D.  in  1882. 
After  his  graduation  he  entered 
the  teaching  profession.  He 
has  occupied  the  following 
positions:  Professor  of  engi- 
neering in  the  University  of 
Arkansas,  1883-84;  associate 
professor  of  applied  mathe- 
matics in  the  University  of 
Texas,  1885-86.  In  July,  1886. 
he  entered  the  banking  business 
in  Dallas,  in  which  he  has  since 
been  engaged.  He  is  the  author 
of  "Note  on  Roulette,"  pub- 
lished in  the  Journal  of  Mathe- 
matics, volume  VIII,  Number  2, 
also  of  Adjustments  of  the 
Compass,  Transit  and  Level 
(Ginn  &  Co.).  He  is  an  active 
member  of  the  Masonic  frater- 
nity, and  is  32°  K.  C.  C.  H.  of 
the  Scottish  Rite  and  Past 
Grand  Commander  of  the 
Knights  Templar  of  Texas.  He  is  a  trustee  of  the  public  library  associa- 
tion, ex-president  of  the  Texas  Bankers'  Association  and  vice-presi- 
dent the  American  Exchange  National  Bank  of  Dallas.  He  was 
married  to  Miss  Lulu  McHeney  of  Corsicana,  Texas,  in  December, 
1886.    Two  daughters  and  one  son  have  been  born  of  this  union. 


Alvin  V.  Lane. 


482 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Wilfrid  Lenton,  the  second  son  of  Henry  Lenton,  B.  Sc.  (London), 
F.  A.  A.,  and  Lucy  (Letch)  Lenton,  was  born  at  Oundle  in  the  County 
of  Northampton,  England,  October  15,  1878.  He  attended  Thrapston 
High  School,  taking  first  place  in  the  examinations  during  his  last  year 
there,  1896.  From  1896  to  1898  he  was  a  "pupil-teacher"  at  the  Rock- 
ingham Road  Board  School,  an  institution  having  a  seating  capacity  of 

600  scholars  and  always  more 
than  full.  There  he  worked 
for  the  Teachers'  Certificate, 
attending  regular  "P-T"  classes 
and  also  continued  his  attend- 
ance, begun  in  his  high  school 
days,  upon  courses  under  the 
direction  of  the  science  and  art 
department  of  South  Kensing- 
ton, London  (now  the  British 
Ed  u  c  a  t  i  o  n  a  1  Department) . 
Here  he  took  high  rank  and 
received  the  teacher's  *'D" 
(Drawing  Certificate).  In  1898 
he  took  the  Queen's  Scholar- 
ship, entitling  the  holder  to 
two  years'  free  tuition  at  a  uni- 
versity with  £100  ($500)  per 
annum  for  expenses  and  a  con- 
ditional third  year. 

When  the  South  African 
war  broke  out,  he  left  his  books 
and  the  special  work  which  he 
had  taken  up  for  the  London  matriculation  examination  and  enlisted  as 
Trooper  10,250  in  the  56th  squadron,  loth  regiment  of  imperial  yeomanry 
(Royal  Bucks,  Hussars)  and  sailed  for  Table  Bay  early  in  1899,  where, 
after  serving  as  trooper  and  acting  non-commissioned  officer  under  various 
generals,  he  received  a  commission  as  first  lieutenant  at  Fourteen  Streams 
in  the  Transvaal  and  immediately  went  to  Johannesburg  to  be  assigned 
his  command.  He  was  gazetted  to  the  42d  squadron,  12th  xegiment  of 
imperial  yeomanry  and  joined  them  at  Kroonstad.     He  served  with  this 


Wilfrid  Lenton. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  483 

squadron  till  peace  was  declared  and  then  went  back  to  England  with  them. 
After  six  months  of  holiday-making  and  visiting  in  England  he  went  to 
western  Canada,  and  in  1903  entered  the  Ontario  Veterinary  College 
(affiliated  with  the  University  of  Toronto)  as  a  junior  and  graduated  from 
that  institution  in  1905  with  the  gold  medal  for  best  general  examination 
and  first  prizes  in  pathology  and  physiology,  second  prize  in  anatomy,  third 
prize  in  disease  and  treatment  and  honors  in  three  other  subjects.  Going 
west  once  more  he  practiced  as  a  veterinarian  at  Belmont,  ^Manitoba,  till 
July,  1906.  when  he  was  offered  the  position  of  assistant  veterinarian  at 
the  Agricultural  Experiment  Station,  University  of  Arkansas. 

In  July,  1907,  he  was  made  veterinarian  to  that  institution  and  assist- 
ant in  animal  pathology.  On  the  resignation  of  Dr.  R.  R.  Dinwiddle, 
the  departments  of  veterinary  science  and  animal  patholog)^  were  reor- 
ganized, animal  husbandry  being  classed  as  a  separate  department  and 
the  remainder  being  put  into  one  department,  veterinary  science,  of 
which  he  took  charge.  In  1906  he  became  a  member  of  the  Association  of 
Interstate  Live  Stock  Sanitary  Boards,  which  was  renamed  in  October, 
1909,  the  United  States  Live  Stock  Sanitation  Association.  Previous  to 
1906  the  condition  in  Arkansas  in  respect  to  diseases  of  animals  was 
very  unsatisfactory;  there  were  a  few  inefficient  laws  in  the  statutes,  but 
even  these  were  unenforced  because  it  was  no  one's  specific  duty  to  enforce 
them.  They  were  worded  ambiguously,  and,  for  lack  of  expert  opinion, 
animals  affected  with  such  contagious  diseases  as  glanders  were  given  the 
benefit  of  any  doubt  and  allowed  to  live  and  infect  others.  Professor 
Lenton  drew  up  what  he  considered  a  good  working  bill  intended  to 
cover  all  points  of  animal  sanitation  and  the  legislature  of  1907-8  enacted 
this  into  law  as  Act  409.  Since  1906,  eight  counties  have  been  entirely 
freed  from  the  Texas  fever  tick  and  placed  above  the  V.  S.  quarantine 
line  and  several  others  will  soon  be  placed  in  the  free  area.  After  two 
years'  work  on  his  part  to  this  end  the  entire  herd  of  tuberculous  dairy 
cattle  at  the  State  Insane  Asylum  at  Little  Rock  was  destroyed. 

On  October  9,  1907,  he  married  Miss  Gertrude  Eva  Hay.  Of  this 
union  one  son,  Wilfrid  Drummond,  and  one  daughter,  Ethel  Rebecca, 
have  been  born. 


484 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Max  Carl  Gunther  Lentz  was  born  at  Hathenow  in  the  Oderbruch 
Province,  Brandenburg,  Prussia,'  February  27,  1857.  He  was  educated 
by  private  teachers  on  the  family  estate  Wusterwitz  in  the  Neumark 
until  1866.  Then  he  attended  the  Gymnasium  at  Frankfurt  on  the  Oder 
till  1875,  and  from  there  he  went  to  the  Gymnasium  at  Konigsberg  in 
the  Neumark  where  he  graduated  in  April,  1878.     Shortly  after  this 

he  entered  the  University  of 
Munich  where  he  studied 
philosophy  for  three  semes- 
ters, but  he  then  changed  to 
the  faculty  of  law  and  stud- 
ied jurisprudence  one  semes- 
ter in  Berlin,  one  in  Zurich, 
one  in  Munich,  one  in 
Geneva  and  one  again  in 
Berlin.  During  this  time  he 
traveled  extensively  in  Ger- 
many, Austria,  Italy,  Switz- 
erland and  France. 

He  came  to  the  United 
States  in  April,  1882,  and 
settled  in  Dallas,  Texas, 
where  he  spent  some  twelve 
months  in  hunting.  After 
spending  a  year  and  a  half 
on  the  farm  of  his  father 
near  Terrell,  Texas,  he  began 
his  career  as  a  teacher  by 
giving  instruction  in  modern  languages  at  different  schools,  public  and 
private,  in  Dallas,  Texas.  The  next  five  years,  1887-92,  he  spent  in 
business  as  a  member  of  the  firm  Lentz  Brothers,  architects.  During 
this  period  the  firm  built  about  fifty  private  residences  in  Dallas  and 
Oak  Cliflf,  Texas.  He  then  resumed  teaching  by  giving  instruction  in 
French,  Italian  and  music  at  the  Oak  CHIT  College  for  Young  Ladies. 
In  1894  he  accepted  a  position  as  instructor  of  modern  languages  and 
Greek  at  the  Paterson  Military  School,  Paterson,  N.  J.,  which  position 
he  kept  seven  years.     During  this  period  he  also  taught  at  the  St. 


Max  Carl  Gunther  Lentz. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  485 

Aloysius  Academy  (German,  French,  Latin),  the  Mary  Bryan  Insti- 
tute (German),  and  the  Graves  Classical  and  English  School  (German, 
Latin  and  Greek). 

In  1901  he  founded  the  Paterson  Academy,  a  preparatory  school, 
of  which  he  was  the  principal.  The  ten  million  dollar  fire  in  February, 
1903,  which  destroyed  the  whole  business  section  of  Paterson,  made 
an  end  of  the  Paterson  Academy.  In  1904  he  became  associate 
editor  of  the  National  Cyclopedia  of  American  Biography.  In  this 
capacity  he  interviewed  leading  Americans  in  Newark,  N.  J.,  and  Bos- 
ton, Mass.,  and  wrote  their  biographies,  an  occupation  which  proved 
to  be  more  interesting  than  lucrative.  In  August,  1905,  he  accepted 
the  position  as  acting  professor  of  German  language  and  literature  at 
the  University  of  Maine.  During  the  summer  of  1906  he  visited  New 
Brunswick  and  Nova  Scotia.  In  1906  he  was  made  assistant  professor 
of  German  language  and  literature  in  the  University  of  Maine.  In 
September,  1907,  he  came  to  the  University  of  Arkansas  as  professor 
of  Germanic  languages.  In  December,  1905,  he  married  Miss  Agnes 
Lucie  Meinecke,  who  was  born  in  Hamburg,  Germany. 

He  has  edited  the  following  books :  Stifter,  Das  Heiderdorf,  with 
Introduction,  Notes  and  Vocabulary ;  Heyse.  Anfang  und  Ende,  with 
Introduction,  Notes  and  Vocabulary;  Heyse,  L'Arrabbiata,  with  Intro- 
duction, Notes.  Vocabulary  and  Material  for  German  Prose  Compo- 
sition ;  Groiler,  Incognito,  with  Introduction,  Notes,  Vocabulary,  and 
Material  for  Prose  Composition ;  Two  German  Tales  (Wigo  by 
Jacobsen  and  Der  Tschokoi  by  Kraner),  with  Introduction,  Notes, 
Vocabulary. and  Material  for  Prose  Composition;  Conversational  Ger- 
man (unpublished). 


Charles  Hendee  Leverett,  son  of  F.  P.  and  Matilda  Leverett,  was 
born  in  Boston,  Massachusetts,  November  30,  1833.  He  was  descended 
from  a  line  of  noted  scholars,  statesmen  and  jurists  of  Massachusetts. 
At  the  age  of  sixteen  he  entered  the  Universit}^  of  South  Carolina 
and  completed  a  thorough  classical  and  literary  course.    He  graduated 


486 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


at  nineteen,  receiving  the  A.  M.    After  his  graduation  he  taught  in  his 

adopted  State  until  the  begin- 
ning of  the  Civil  War,  when 
he  joined  Colock's  brigade 
and  served  three  years.  He 
was  also  in  General  Wade 
Hampton's  Legion.  In  Sep- 
tember, 1868,  he  was  called 
to  Searcy,  Arkansas,  to  take 
charge  of  a  high  school  at 
that  place.  The  next  fall  he 
went  to  Washington  County 
to  teach  at  the  Ozark  Insti- 
tute, a  few  miles  north  of 
Fayetteville.  In  1871  he  was 
elected  to  the  chair  of 
ancient  languages  in  the 
University  of  Arkansas 
which  was  then  in  progress 
of  organization.  His  con- 
nection with  the  university 
was  continuous  until  the 
sweeping  changes  of  1885. 
He  was  recalled  as  adjunct  professor  of  ancient  languages  in  1888,  and 
was  later  made  full  professor.  In  1894  the  department  was  divided 
and  he  became  professor  of  Greek  and  held  this  position  one  year. 

He  was  not  only  a  scholar  and  splendid  disciplinarian,  but  also 
a  man  of  humor.  There  is  a  tradition  that  many  a  dull  faculty  meeting 
was  enlivened  by  his  keen  but  kindly  sallies.  He  was  also  a  shrewd 
business  man.  At  the  time  of  his  death  he  had  acquired  considerable 
was  later  made  full  professor.  In  1894  the  department  was  divided 
member  of  the  Episcopal  Church.  He  was  married  to  Miss  Julia 
Jenkins  of  Charleston,  South  Carolina,  in  1861.  Of  this  union  twelve 
children  were  born.     He  died  in  Fayetteville,  November  12,  1897. 


Charles  Hendee  Leverett. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


487 


Alvan  Fayette  Lewis,  son  of  Isaac  H.  and  Frances  (Stone)  Lewis, 
was  born  in  Warren  County,  Kentucky,  October  9,  1861.  He  is  of 
Welsh  descent,  his  ancestors  having  been  among  the  pioneers  of  Ken- 
tucky. After  graduating  from  the  Pittsburg  High  School,  Bowling 
Green,  he  entered  Ogden  College  and  graduated  with  the  B.  A.  in  1881. 
In  1884  he  received  the  B.  A.  from  Princeton,  the  M.  A.  in  1887,  and  the 
Ph.  D.  from  Johns  Hopkins  in 
1899.  He  also  studied  in  Ber- 
lin during  the  winter  sem- 
ester, 1898-9,  and  also  spent 
one  winter  at  Leipsic.  His 
career  as  a  teacher  began  as 
principal  of  the  grammar 
school  of  Ogden  College. 
After  leaving  Princeton  he 
taught  for  one  year  in  the 
Male  and  Female  Institute 
at  Bardstown,  Kentucky.  He 
left  there  in  1885  to  become 
an  instructor  in  the  Univer- 
sity of  Arkansas,  where  he 
remained  two  years.  He  then 
went  to  the  West  Florida 
State  College  at  Tallahassee 
for  two  years,  and  in  1892  was 
called  back  to  the  institution 
as  president.  This  position 
he  held  until  1897.  In  1899 
he    was    called    back    to    the 

University  of  Arkansas  to  take  charge  of  the  department  of  history. 
In  the  fall  of  1901  he  was  compelled  to  give  up  his  work  on  account 
of  ill  health  and  was  granted  leave  of  absence  for  one  year,  but  at  the 
end  of  that  time  he  resigned.  In  June,  1904,  feeling  that  his  health 
had  been  sufficiently  recovered  to  justify  the  step,  he  accepted  an 
unexpected  call  to  the  presidency  of  Waynesburg,  (Penn.),  College. 
At  the  end  of  the  year  he  resigned  and  w^ent  abroad.  In  June,  1906, 
he  was  called  to  the  presidency  of  his  alma  mater  at  Bowling  Green, 


Alvan  Fayette  Lewis. 


488 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


which  position  he  now  holds.     He  is  the  author  of  Higher  Education 
in  Kentucky  (U.  S.  Government,  1903).    He  is  unmarried. 


Antonio  Marinoni  was  born  at  Pozzolengo,  a  town  not  far  from 
Brescia  in  Lombardy,  Italy,  in  1879.  When  only  a  few  years  old  he 
was  brought  by  his  parents  to  Brazil  where  he  remained  three  years. 
His  father  took  him  back  to  Italy  and  put  him  in  school.  At  an  early 
age  he  entered  an  elementary  school  of  a  six-year  course  and  at  the 
age  of  twelve  he  was  admitted  to  the  Ginnasio,  a  classical  school  with 

a  five-year  course,  and  later 
to  the  Liceo,  another  classi- 
cal school  with  a  three-year 
course,  leading  to  a  Licenza, 
corresponding,  as  far  as  a 
comparison  can  be  made,  to 
the  B.  A.  degree  granted  by 
representative  colleges  o  f 
this  country.  xA.fter  gradu- 
ating from  the  Liceo  at  the 
age  of  twenty,  he  entered 
the  University  of  Padua, 
where  he  did  graduate  work 
in  the  Facolta  di  Lettere. 

While  at  Padua  he  con- 
ceived the  idea  of  joining  his 
parents  in  New  York  and 
learning  English,  while  car- 
rying on  his  graduate  work, 
intending,  however,  to 
return  to  Padua  and  finish 
his  work  leading  to  the  doc- 
tor's degree.  The  plan  was  carried  out  only  in  part.  Early  in  1901  he 
came  to  America.  From  New  York  he  moved  with  his  family  to 
Waterbury,  Connecticut.  A  little  over  a  year  after  his  arrival  he  was 
able  to  use  English  with  a  certain  degree  of  fluency.    While  improv- 


Antonio  Marinoni. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  489 

ing  his  knowledge  of  English  he  kept  up  the  study  of  his  university 
subjects,  which,  printed  in  lecture  form  as  they  were  developed  by  his 
professors  at  Padua,  were  sent  to  him  regularly  by  student  friends  of 
his.  It  happened,  however,  that  the  school  authorities  of  Waterbury, 
Connecticut,  where  he  was  staying,  decided  to  include  in  the  winter 
evening  courses  an  elementary  course  in  English  for  the  benefit  of  the 
resident  Italians.  The  place  was  offered  to  Professor  Marinoni  who 
gave  instruction  for  two  consecutive  winters.  He  then  entered  Yale 
University  as  a  graduate  student  where  he  received  his  A.  M.  degree. 
In  October,  1904,  he  was  appointed  to  the  position  as  lecturer  in  the 
Romance  languages  in  Columbia  University  during  the  absence  of  Dr. 
Page.  At  the  close  of  that  school  year  he  was  appointed  as  adjunct 
professor  of  Romance  languages  in  the  University  of  Arkansas.  Two 
years  later,  upon  recommendation  of  President  Tillman,  the  depart- 
ment of  English  and  modern  languages  was  divided  into  three 
departments,  viz.,  English,  German,  and  Romance  languages.  He 
then  became  the  head  of  the  department  of  Romance  languages  with 
the  rank  of  professor. 

Aside  from  his  school  work,  professor  Marinoni  has  traveled  exten- 
sively in  Europe  and  especially  in  France  where  he  remained  for 
months  at  various  intervals.  While  in  this  country  Professor 
Marinoni  was  associated  with  some  of  the  noted  educators.  He  has 
written  a  critical  study  on  Carducci  published  in  the  South  Atlantic 
Quarterly  (July,  1907)  and  another  on  Heredia  is  to  appear  soon. 
He  has  also  published  an  Italian  text-book  for  college  use  and  his 
work  on  the  Modern  Lyrics  of  France  (written  in  collaboration  with 
Dr.  Carroll)  has  recently  been  accepted  for  publication  by  W.  R. 
Jenkins  &  Company  of  New  York.  He  has  further  prepared  an 
Italian  Anthology  of  the  works  of  Carducci,  an  Italian  grammar, 
and  a  collection  of  French  stories  by  Maupassant.  These  books  are 
at  present  in  the  hands  of  the  publishers. 

He  was  married  July  30,  1908,  to  Miss  Rosa  Zagnoni  of  Brooklyn, 
New  York.  Of  this  union  two  daughters  (twins),  one  of  whom 
survives,  have  been  born  to  them. 


490 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Simon  James  McLean,  son  of  James  and  Mary  McLean,  was  born 
on  June  14,  1871.  He  attended  private  and  public  schools  in  the  city 
of  Quebec  and  Cumberland,  Province  of  Ontario.  In  1885  he  entered 
the  Ottawa  Collegiate  Institute  from  which  he  graduated  in  1890  as 
medalist  in  English  and  history.  In  1890  he  entered  the  University 
of  Toronto  and  received  the  degree  of  B.  A.  in  1894,  standing  first  in 

political  economy.  He  was 
awarded  the  Ramsay  post- 
graduate  scholarship  in 
political  economy  and  later 
the  Mackenzie  Fellowship  in 
political  economy  in  the  Uni- 
versity of  Toronto,  and 
received  the  degree  of  LL.  B. 
from  this  institution  in  1895. 
After  this  he  held  fellow- 
ships in  economics  and  polit- 
ical science  in  the  Columbia 
and  Chicago  Universities, 
receiving  the  M.  A.  from  the 
former  in  1896,  the  Ph.  D. 
from  the  latter  in  1897. 

In  1897  Mr.  McLean  was 
appointed  the  first  incumbent 
of  the  recently  established 
chair  of  economics  and  soci- 
ology in  the  University  of 
Arkansas.  This  professor- 
ship he  held  until  1902,  when  he  resigned  to  accept  the  position  of 
associate  professor  of  economics  and  head  of  the  department  of 
economics  and  social  science  in  Leland  Stanford  Junior  University. 
In  January  of  1906  he  resigned  this  position  to  accept  the  associate 
professorship  of  political  economy  in  the  University  of  Toronto.  In 
September,  1908,  he  resigned  this  position  to  accept  an  appointment 
as  a  member  of  the  Railway  Commission  of  Canada. 


Simon  James  McLean. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  491 

Throughout  his  career  he  has  been  especially  interested  in  the 
problems  oT  transportation.  While  he  has  devoted  attention  to  the 
transportation  problems  of  England  and  of  France,  his  special  interests 
have  been  concerned  with  the  problems  presentd  by  Canada  and  the 
United  States.  These  he  has  studied  from  the  comparative  stand- 
point. In  this  connection  he  has  conducted  special  transportation 
investigations  for  the  governments  of  Canada  and  of  the  United 
States. 

During  the  period  1898-1902  he  acted  as  an  expert  adviser  to  the 
department  of  railways  and  canals  of  Canada  in  connection  with 
contemplated  changes  in  the  railway  policy  of  Canada.  In  1901  he  was 
appointed  special  commissioner  on  railway  rate  grievances  for  Canada. 
In  this  capacity  he  conducted  investigations  throughout  Canada.  The 
results  of  his  investigations  were  embodied  in  a  report  published  in 
1902.  In  the  following  year  the  railway  law  of  Canada  was  revised 
in  accordance  with  Mr.  McLean's  recommendations  and  a  railway 
commission  for  Canada  was  appointed.  He  also  acted  in  an  advisory 
capacity  in  the  rearrangement  and  drafting  of  the  new  railway  act. 
In  the  period  1904-05  he  acted  as  special  expert  agent  of  the  United 
States  Bureau  of  the  Census  and  of  the  Interstate  Commerce  Com- 
mission in  connection  with  the  investigation  which  these  bodies  were 
conducting  in  regard  to  the  valuation  of  railways  in  the  United  States. 
Mr.  McLean  had  charge  of  the  investigations  in  the  states  of  Cali- 
fornia, Oregon,  Washington,  Idaho,  Utah  and  Nevada.  In  1905  he  was 
appointed  chairman  of  the  transportation  section  of  the  Common- 
wealth Club  of  San  Francisco.  His  interest  in  the  labor  problem 
was  recognized  in  his  appointment  as  chairman  of  a  commission 
appointed  to  investigate  labor  disputes  in  the  Temiskaming  mine  in 
the  cobalt-silver  mining  district  of  Canada. 

Mr.  McLean  has  been  especially  interested  in  the  problems  of 
practical  economics — transportation,  banking,  commerce,  labor,  etc. 
During  his  residence  in  Arkansas  he  read  papers  on  banking  topics 
before  the  Northwest  Arkansas  Bankers'  Association  and  the  Arkansas 
Bankers'  Association.  He  has  published  a  large  number  of  articles 
in  newspapers  and  periodicals  in  the  United  States,  Canada,  England 
and  France.  The  following  list  gives  the  more  important  titles  of  his 
published  work: 


492  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

"Tariff  History  of  Canada,"  University  of  Toronto  Studies,  1905. 

"Social  Settlements,"  Canadian  Magazine,  1897. 

"Beginnings  of  Canadian  Railway  History,"  Canadian  Magazine, 
1899. 

"Canadian  Railways  and  the  Bonding  Question,"  Journal  of  Politi- 
cal Economy,  1899. 

"History  and  Evolution  of  Banking,"  Proceedings  of  Northwest 
Arkansas  Bankers'  Association,  1899. 

"Street  Railways  and  the  Public,"  Journal  of  Political  Economy, 
1899. 

"The  Arkansas  Railway  Commission  Law,"  Journal  of  Political 
Economy,  1899. 

"Bank  Note  Circulation  in  the  United  States,"  Proceedings  of 
Arkansas  Bankers'  Association,  1900. 

"Federal  Regulation  of  Railways  in  the  United  States,"  Economic 
Journal  (London,  England),  1900. 

"City  Government  in  Arkansas,"  Annals  of  American  Academy 
of  Political  and  Social  Science,  1901. 

"The  Use  of  Credit  Instruments  in  Business  in  Arkansas,"  Pro- 
ceedings of  Arkansas  Bankers'  Association,  1901. 

"Railway  Rate  Regulation  in  Canada,"  Forum,  1902. 

"The  English  Railway  and  Canal  Commission  of  1888,"  Quarterly 
Journal  of  Economics,  1905. 

"Railway  Rate  Regulation  in  Canada,  England  and  France" — three 
articles  in  the  Railway  World,  1905. 

"The  St.  Lawrence  Route" — a  series  of  four  articles.  Railway  Age. 
1907. 

"Some  Recent  Decisions  of  the  Canadian  Railway  Commission," 
Railway  Age,  1907. 

"The  Early  Federation  Movement  in  Australia,"  University 
Monthly,  1908. 

"The  Reorganization  of  the  Canadian  Railway  Commission," 
Ibid.,  1908. 

"The  Currency  Question  in  Indo-China,"  Ibid.,  1908. 

"La  Politique  Canadienne  de  subvention  des  Chemins  de  Fer," 
Revue  Economique  Internationale,  Brussels,  1908. 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  493 

Aside  from  those  named  he  has  written  for  the  Quarterly  Review 
of  London  and  the  Economic  Journal  of  London.  Professor  McLean 
is  a  member  of  the  British  and  of  the  American  Economic  Associa- 
tions. He  is  also  a  member  of  the  executive  committee  of  the 
Canadian  Club  of  Toronto. 

He  was  married  to  Miss  Hellen  Baillie  McDougall  in  1899.  Two 
children  have  been  born  to  this  union. 


Jerome  Fee  McNeill,  B.  S.,  M.  A.,  was  a  native  of  Ohio,  a  graduate 
of  Antioch  College,  also  of  Indiana  University.  He  married  Miss 
Mary  Alderson  of  Boston.  For  several  years  he  taught  in  Indiana, 
and  was  later  superintendent  of  schools  at  Moline,  Illinois. 

Professor  McNeill  was  connected  with  the  University  of  Arkansas 
from  1890  to  1898,  first  as  professor  of  biology  and  geology,  later,  on 
the  division  of  the  department,  as  professor  of  biology.  Aside  from 
his  work  in  biology,  Professor  McNeill  displayed  an  intelligent  interest 
in  three  phases  of  college  work.  Under  his  direction,  the  University 
library  was  rescued  from  a  state  of  chaos  by  the  introduction  of  a 
better  system  of  organization  and  classification.  He  himself  acted 
as  librarian.  He  was  the  promoter  of  the  lecture  course,  which  for 
several  years  commanded  unusually  able  talent  and  was  self-support- 
ing. Professor  McNeill  was  one  of  the  first  men  of  the  faculty  to 
evince  an  interest  in  athletics  at  the  university.  For  the  past  several 
years  he  has  been  professor  of  biology  at  Florida  State  College. 


Albert  Ernest  Menke,  born  June  30,  1861,  was  educated  at  Kings 
College,  London,  England ;  Harvard  University,  and  at  Halle  Uni- 
versity, Germany.  He  held  the  Daniells  scholarship  in  Kings  College 
and  the  Sibley  fellowship  in  Cornell  University,  from  which  institution 
he  took  the  Ph.  D.  degree.  He  was  later  fellow  in  chemical  societies 
of  London  and  Berlin.  He  was  married  December  3,  1900,  to  Mary 
Lillian  Brown,  daughter  Judge  B.  J.  Brown,  Little  Rock,  Ark.  In 
1883  he  was  elected  to  the  chair  of  chemistry  in  Kentucky  State 
College,  which  position  he  held  until  1887,  when  he  was  elected 
professor  of  chemistry  in  University  of  Arkansas  in  1887.    This  chair 


494 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


he  continued  to  hold  until  1902,  when  he  resigned.  He  is  now  presi- 
dent of  the  Ferro-steel  Company.  Professor  Menke  is  the  author  of  the 
following  original  investigations :  "Salts  of  Nitrous  Oxide ;"  "On 
Some  Points  in  Chemical  Dynamics;"  "Alkaloids  of  Veratrum 
Viride;"  "Alkaloids  of  Japanese  Aconite  Root;"  "Curcumin ;"  "Syn- 
thesis of  Bomeol;"  "Turmerol."  He  has  also  written  other  papers, 
some  conjointly  with  D.  C.  R.  Alder  Wright  of  St.  Mary's  Hospital 
Medical  School,  London,  and  some  with  Professor  C.  Loring  Jackson 
of  Harvard  University. 


James  Mitchell,  son  of  James  and  Mary  Mitchell,  was  born  at 
Cane  Hill,  Arkansas,  May  8,  1832.  His  opportunities  for  an  educa- 
tion were  very  meager.  Owing  to  his  father's  financial  difficulties  he 
was  compelled  to  spend  the  greater  part  of  his  time  on  the  farm. 
However,  he  managed  to  secure  a  little  education  when  his  services 

were  not  so  greatly  needed. 
In  1846  he  went  to  Fort 
Smith  and  assisted  a  friend 
and  former  teacher  in  a 
school  there.  In  the  spring 
of  1847  he  returned  home 
and  took  up  the  farm  work. 
Until  he  was  twenty-three 
years  of  age,  he  alternately 
attended  school  and  followed 
the  plow.  His  last  school 
years  were  spent  at  the  old 
Cane  Hill  Collegiate  Insti- 
tute— later  Cane  Hill  Col- 
lege. In  1856  Mr.  Mitchell 
received  an  appointment  as 
United  States  deputy  sur- 
veyor for  the  territories  of 
Kansas  and  Nebraska.  He 
returned  home  in  1858  and 
in  the  fall  of  1859  began  a 
James  Mitchell.  school    at    the    acadcmy    at 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  495 

Evansville,  Arkansas.  In  1860  he  was  elected  to  the  state  legislature 
and  served  one  term.  At  the  opening  of  the  war  he  joined  the 
Confederate  army  as  a  private  in  an  independent  cavalry  company  and 
continued  in  that  part  of  the  service  through  the  summer's  campaign 
of  1861.  In  1862  he  entered  the  infantry'  as  a  lieutenant  and  remained 
in  that  branch  of  the  service  until  1863.  In  December  of  the  same 
year  he  was  transferred  to  the  cavalr\-  and  appointed  quartermaster 
for  Crawford's  regiment.  After  the  war  closed  ^Ir.  Mitchell  lived  for 
a  time  in  Texas,  but  later  returned  to  Cane  Hill.  When  the  college 
there,  which  had  been  burned  by  the  Federals,  was  rebuilt  he  was 
elected  to  a  professorship  and  taught  there  steadily  for  the  next  six 
years.  During  this  time  this  institution  conferred  on  him  the  degree 
of  B.  A. 

In  1874  he  was  unanimously  elected  to  the  chair  of  history  and 
English  literature  in  the  Arkansas  Industrial  University  at  Fayette- 
ville.  which  place  he  at  once  accepted.  In  1877  he  resigned  his  chair  in 
the  university  to  accept  an  offer  to  take  editorial  charge  of  the  Little 
Rock  "Gazette."  After  two  years  Mr.  Mitchell  severed  his  connection 
with  the  "'Gazette"  (May,  1878)  and  the  following  September  with 
General  \V.  D.  Blocher  purchased  from  Colonel  J.  X.  Smithee  the 
"Arkansas  Democrat."  In  1890  the  Arkansas  Democrat  Company 
was  formed  with  Mr.  Mitchell  as  president.  He  was  editor-in-chief 
of  the  "Democrat"  until  a  little  more  than  two  months  before  his 
death,  when  illness  compelled  him  to  take  his  bed. 

Through  all  of  his  newspaper  life  the  old  teacher  was  ever  apparent. 
Xo  subject  was  of  more  absorbing  interest  to  him  than  that  of  schools, 
as  the  files  of  the  "Democrat"  abundantly  attest.  Its  columns  were 
ever  open  to  discussions  looking  to  the  betterment  of  any  and  all 
schools,  but  especially  was  he  interested  in  the  public  school  system 
of  Little  Rock  and  was  ambitious  to  see  it  brought  to  the  highest 
standard  of  excellence.  In  recognition  of  his  services  to  this  end  the 
board  of  directors  a  year  and  a  half  ago  ordered  one  of  the  new  public 
schools  to  be  called  "The  James  Mitchell  School."  Mr.  Mitchell 
urged  more  ardently  than  anything  else  the  policy  of  paying  the 
teachers  better  salaries,  and  equal  salaries  for  men  and  women  where 
the  work  was  equal,  arguing  always  that  it  was  the  only  means  of 


496 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


securing  competent  teachers.  These  ideas  he  especially  urged  with 
regard  to  the  teachers  at  the  state  university,  of  which  he  served  as  a 
trustee  for  several  years. 

Mr.  Mitchell  was  postmaster  at  Little  Rock  during  Cleveland's 
second  administration,  1893-1897 ;  a  commissioner  for  Arkansas  to  the 
World's  Fair  at  Chicago ;  member  of  the  Little  Rock  public  school 
board;  member  of  and  at  one  time  president  of  Arkansas  Editorial 
Association  and  member  of  the  National  Editorial  Association ;  presi- 
dent of  the  Peoples'  Building  Association  and  member  of  the  board 
of  trade.  He  was  a  member  of  the  Masonic  fraternity,  having  joined 
at  Fayetteville  before  the  war,  but  took  no  degree  higher  than  the 
Royal  Arch.  He  was  a  member  of  the  Knights  of  Pythias  and  a 
member  of  the  local  camp  ("Omer  Weaver")  of  Confederate  veterans. 
He  was  married  to  Miss  Elizabeth  Latha,  January  31,  1860.  Eight 
children   were  born  of  this   union,  of  whom  seven  survive :     Mary, 

William  Starr,  Frances,  Alice 
(Mrs.  John  E.  Coates),  Jane 
(Mrs.  Ashley  Cochrell),  Hor- 
ace and  James.  He  died  at 
Little  Rock,  June  26,  1902. 


Brainerd  Mitchell,  Jr. 


Brainerd  Mitchell,  Jr.,  was 

l)orn  at  Pearl,  Pike  County, 
Illinois,  February  17,  1878. 
The  first  fifteen  years  of  his 
life  were  spent  in  Illinois, 
Florida,  Tennessee,  and  Ne- 
braska. His  parents  came  to 
Arkansas  in  1893  and  settled 
on  a  farm  in  Arkansas 
County.  His  education  up  to 
this  time  was  received  in  the 
public  schools. 

During  the  Spanish-Ameri- 
can War  he  served  in  the 
second  regiment  of  Arkansas 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


497 


volunteer  infantry  from  May,  1898,  until  the  regiment  was  mustered 
out  in  February,  1899.  This  time  was  spent  in  camps  in  Georgia  and 
Alabama. 

On  the  14th  of  March,  1899,  he  entered  the  preparator}'  department 
at  the  University  of  Arkansas.     He  spent  seven  years  at  this  institu- 
tion, bearing  the  burden  of  sending  himself  to  college.     He  received 
an  L.  I.  certificate  in  1905,  and 
the  degree  of  B.  M.  E.  in  1907 
In   1905,  while  a  senior  stu- 
dent,  he    was    appointed    ad- 
junct professor  of  mechanical 
engineering.    He  is  now  asso- 
ciate professor. 


Hugh   Ellis   Morrow,   son 

of  M.  'SI.  and  Josephine 
(Ellis)  Morrow,  was  born 
December  14,  1882,  in  Wash- 
ington County,  Arkansas.  In 
1904  he  was  graduated  from 
the  University  of  Arkansas, 
taking  the  B.  S.  A.  degree, 
and  has  since  taken  graduate 
work  in  chemistry  at  the  Uni- 
versity of  Chicago. 

In  1904  he  was  elected  to 
the  position  of  adjunct  profes-  ^"^^  ^"'^  ^°"''"'- 

sor  of  chemistry,  and  in  1906  to  the  position  of  associate  professor. 
He  is  a  member  of  the  American  Chemical  Society.  He  was  married 
to  Miss  Madge  Bates  in  1908,  and  has  one  child,  a  son. 


Antony  Moultrie  Muckenfuss,  son  of  Dr.  B.  A.  and  Rosalie 
(Stewart)  Muckenfuss  was  born  August  5,  1869,  on  Sullivan's  Island, 
in  the  harbor  of  Charleston,  South  Carolina.     He  entered  WoflFord 


498 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Colleg-e,  from  which  he  received  the  B.  A.  degree  in  1889,  and  the 
master's  degree  in  1890.  He  then  entered  the  teaching  profession, 
and  from  1889  to  1891  he  was  principal  of  Dacho  high  school,  South 

CaroHna.  He  then  entered 
the  University  of  Virginia.  In 
1894  he  entered  Johns  Hop- 
kins University,  from  which 
he  received  the  Ph.  D.  the 
following  year.  After  receiv- 
ing his  degree  he  became  a 
student  in  Berlin  in  1895,  and 
the  summers  of  1896,  1898, 
and  1902  were  spent  in  the 
University  of  Chicago.  He 
was  professor  of  chemistry 
and  physics  at  Millsap  Col- 
lege, Mississippi,  1893-94  and 
189.S-1902.  He  was  then 
professor  of  chemistry  and 
physics  in  the  University  of 
Arkansas,  1902-04,  and  pro- 
fessor of  chemistry  in  the 
same  institution,  1904-05.  He 
then  accepted  the  chair  of 
chemistry  in  the  University 
of  Mississippi,  which  position 
he  now  holds.  He  is  research  expert  for  Lowe  Brothers  Company, 
Dayton,  Ohio.  He  is  a  member  of  the  American  Association  for  the 
Advancement  of  Science;  American  Chemical  Society;  the  Society  of 
Chemical  Industry  of  England,  and  the  Mississippi  Historical  Asso- 
ciation. 

He  is  author  of  the  following.  Two  Bulletins  on  Fertilizers  for  the 
experiment  station  in  the  University  of  Arkansas ;  two  chemical 
researches  for  American  Chemical  Journal,  Baltimore ;  two  articles  on 
"Industrial  Mississippi"  for  Mississippi  State  Historical  Society; 
"Research  on  Rapid  Test  for  Paints"  for  the  Lowe  Brothers  Company; 
Bulletin  on  "Manufactures  in  Mississippi"  for  the  12th  U.  S.  Census ; 


Antony  Moultrie  Muckenfuss. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


499 


"Development  of  Manufactures  in  Mississippi"  for  the  State  Historical 
Society.  He  was  married  to  Miss  Margaret  K.  Galloway  in  1897. 
Three  children,  two  of  whom  survive,  have  been  born  to  them. 


Martin  Nelson  was  born  and  brought  up  on  a  farm  in  Crawford 
County,  Wisconsin.  After  having  received  a  common  school  educa- 
tion he  moved  with  his  parents  to  Vernon  County  and  attended  the 
high  school  at  Verogua,  Wisconsin,  from  which  he  was  graduated  in 
1896.  He  taught  school  for 
one  year,  but  in  1898  he 
entered  the  normal  school  at 
Stevens  Point,  Wisconsin, 
from  which  he  was  graduated 
in  1900.  He  then  became  prin- 
cipal of  the  Star  Lake 
Schools,  but  resigned  after 
two  years  to  attend  the  Uni- 
versity of  Wisconsin.  He 
received  the  degree  of  B.  S.  A. 
in  1905  and  the  M.  S.  in  1906. 
He  then  accepted  a  position 
with  the  experiment  station 
as  collaborator  of  agricultural 
history  and  conditions  with 
reference  to  its  scientific  bear- 
ing upon  soil  depletion  and 
soil  conservation.  In  Sep- 
tember, 1906,  he  accepted  a 
position  in  the  department  of 
field  crops  and  soils  of  the 
University  of  Nebraska.  He 
was  made  a  member  of  the  facult}-  and  station  staff  and  a  member  of 
the  faculty  in  the  summer  school.  In  1908  he  took  charge  of  the 
department  during  the  absence  of  the  professor.  In  September,  1908, 
he  accepted  the  position  of  professor  of  agronomy  in  the  College  of 
Agriculture  and  agronomist  in  the  experiment  station  of  the  University 
of  Arkansas. 


Martin  Nelson. 


500 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Rufus  Jerry  Nelson,  son  of  Sam  Houston  and  Alice  (Wyatt) 
Nelson,  was  born  December  6,  1871,  in  Hemstead  County  Arkansas. 
He  left  Arkansas  with  his  parents  when  but  two  years  old  and  went 
to  Gonzales  County,  Texas,  where  he  lived  until  he  was  about  twelve 
years  of  age.  His  parents  then  moved  to  Paraclifta,  about  twelve 
miles  from  De  Queen,  their  present  home.     He  attended  the  public 

schools  of  Sevier  County, 
entered  the  University  of 
Arkansas  January  4,  1900. 
He  received  normal  diploma 
L.  I.  in  1903,  took  the  degree 
of  B.  S.  A.  from  the 
university  1904,  M.  S.  in 
agriculture  in  1907.  He  was 
assistant  superintendent  of 
horticulture  a  t  Louisiana 
Purchase  Exposition  at  St. 
Louis,  1904;  assistant  prin- 
cipal Rocky  Comfort  high 
school,  Foreman,  Arkansas, 
1904-05.  Was  appointed  field 
agent  for  the  agricultural 
experiment  station  (Arkan- 
sas) July,  1905.  He  was 
elected  professor  of  agricul- 
ture in  the  College  of  Agri- 
culture of  the  University  of 
Arkansas,  February  1,  1908. 
He  attended  the  graduate  school  of  agriculture  at  Cornell  University 
during  the  summer  of  1908.  He  was  elected  professor  of  agricultural 
education  in  the  University  of  Arkansas  in  June,  1909.  In  addition  to 
teaching,  he  assisted  the  manager  to  hold  farmers'  institutes  over  the 
State.  He  has  written  bulletins  89,  94,  98,  Arkansas  Agricultural 
Experiment  Station,  on  rice  growing;  also  Circular  1,  an  extension 
bulletin,  "Corn  Judging,"  a  circular  for  boys'  corn  clubs  of  the 
State.     He  has  written   a  good  deal   for  the  press  on  agricultural 


Rufus  Jerry  Nelson 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


501 


education.     Since  January,  1910,  he  has  been  editor  of  "Farm  and 
Ranch"  at  Dallas,  Texas. 

He  is  a  member  of  the  Arkansas  Polytechnic  Society,  Arkansas 
State  Horticultural  Society,  American  Forestry  Association,  and  of 
the  Arkansas  State  Teachers'  Association.  He  was  married  to  Miss 
Flossie  Ella  Sanderford,  June  14,  1908.  One  child  who  is  now  dead 
was  born  to  them. 


Clifford  Lewis  Newman,  son  of  J.  S.  and  Elberta  (Lewis)  Newman, 
was  born  at  Columbus,  Georgia,  July  25,  1864.  In  1865  his  parents 
moved  to  Orange  County,  Virginia,  and  engaged  in  farming  on  the 
old  Hilton  homestead,  which  is  three  miles  from  President  James 
Madison's  old  home  at  Bloomfield.  In  1867  he  moved  with  his  parents 
to  Sparta,  Hancock  Count)',  Georgia,  and  engaged  in   farming  and 

fruit    growing    until    18  7  5,  

when  his  father  became 
editing  clerk  of  Georgia 
state  department  of  agricul- 
ture with  residence  in 
Atlanta.  Mr.  X  e  w  m  a  n 
entered  the  public  schools  of 
Atlanta  and  advanced  to 
highest  grade  of  the  Atlanta 
high  school  in  1882.  In  Octo- 
ber, 1883,  he  entered  the 
sophomore  class  of  A.  &  M. 
College  of  Alabama,  gradu- 
ating in  the  course  of 
agriculture  and  chemistry  in 
1886  with  honor  in  geology, 
botany  and  agriculture. 
While  a  student  he  was 
prominent  in  athletics.  From 
June,  1886,  to  August,  1887, 
he  assisted  as  graduate  stu- 

d  e  n  t     in     agriculture     and  Clifford  Lewis  Xewman. 

horticulture  experiment  work  of  Alabama  Experiment  Station. 


502  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

In  September,  1887,  he  entered  upon  the  duties  of  assistant  pro- 
fessor of  agriculture  in  University  of  Tennessee.  In  1889  he  was  elected 
principal  of  the  North  Alabama  Agricultural  School,  Athens,  Ala- 
bama. Two  years  later  he  was  elected  assistant  agriculturist  of  the 
Arkansas  experiment  station  and  was  placed  in  charge  of  the  branch 
station  at  Pine  Bluff.  A  year  later  this  branch  was  discontinued  and 
another  established  at  Camden,  Ouachita  County.  He  was  in  charge 
of  the  Camden  branch  from  January,  1893,  to  September,  1897,  when 
he  was  elected  professor  of  agriculture  in  the  University  of  Arkansas, 
and  agriculturist  of  the  experiment  station.  He  held  this  position 
until  1904.  In  1905  he  was  elected  associate  professor  of  agriculture 
and  agronomist  of  experiment  station  at  Clemson  College,  South 
Carolina.  He  is  now  dean  of  department  of  agriculture  of  A.  &  M. 
College  of  North  Carolina  at  Raleigh. 

He  is  author  of  seventeen  bulletins  issued  by  the  Arkansas  experi- 
ment station,  one  bulletin  by  the  Tennessee  experiment  station  and 
five  by  the  South  Carolina  experiment  station.  While  at  the  Arkansas 
experiment  station  he  accomplished  work  with  cow  peas,  particularly 
in  breeding,  that  led  to  the  awarding  of  a  gold  medal  by  the 
Louisiana  Purchase  Exposition  held  in  St.  Louis  in  1904.  He  is 
regarded  as  one  of  the  highest  national  authorities  on  cow  peas  and 
cotton.  After  several  interruptions  in  such  work  he  settled  down  in 
South  Carolina  to  certain  experiments  with  cow  peas  and  cotton, 
embracing  hybridization  and  pedigree  selection.  A  number  of  cow 
pea  and  several  thousand  cotton  hybrids  are  now  under  observation 
and  development  at.  Clemson  College.  He  has  written  extensively  on 
agricultural  subjects  for  the  public  press,  particularly  for  agricultural 
papers  and  magazines.  He  is  a  member  of  American  Breeders' 
Association  and  corresponding  secretary  of  the  Farmers'  Society  of 
Pendleton,  South  Carolina.  He  is  now  engaged  in  writing  a  history 
of  Farmers'  Society  of  Pendleton  and  a  book  on  cow  peas. 

He  was  married  to  Miss  Fannie  Stanley,  December  6,  1893.  Three 
sons  were  born  to  them.  His  first  wife  died  in  1898,  and  in  1900  he 
was  again  married  to  Miss  Nell  Gates,  daughter  of  Professor  N.  P. 
Gates  of  Fayetteville,  Arkansas. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


503 


Christian  Percival  Norgord 

was  brought  up  and  Hved  on 
a  farm  at  Bangor,  La  Crosse 
County,  Wisconsin,  until  he 
was  eighteen  years  of  age.  In 
1891  he  entered  the  Bangor 
high  school  and  completed  the 
science  course  in  1895.  In 
1898  he  finished  the  long 
course  at  the  Whitewater 
State  Normal  School.  From 
1898  to  1902  he  was  principal 
of  the  public  high  school  at 
Ontario,  Wisconsin.  During 
the  summers  of  these  four 
years  he  attended  the  summer 
school  at  the  Wisconsin  Uni- 
versity, and,  with  the  excep- 
tion of  writing  a  thesis,  com- 
pleted the  course  leading  to 
the  degree  of  Ph.  B.,  special- 
izing in  science  in  1903.  In 
1905  he  completed  the  long  course  in  agriculture  at  the  Wisconsin 
college  of  agriculture  and  received  the  degree  of  Bachelor  of  Science. 
In  1905  and  1906  he  had  charge  of  the  field  and  breeding  work  in 
barleys  for  the  United  States  department  of  agriculture,  with  head- 
quarters at  Madison,  Wisconsin.  During  the  years  1907  and  1908  he 
was  professor  of  agronomy  in  the  College  of  Agriculture,  University 
of  Arkansas,  and  agriculturist  in  the  experiment  station.  From  July 
28,  1908,  to  the  present  time  he  has  been  assistant  professor  of 
agronomy  at  the  Wisconsin  Agricultural  Experiment  Station  and 
College  of  Agriculture. 


Christian  Percival  Xorgord. 


J.  H.  Norton  was  born  on  a  farm  in  Scotland  County,  Missouri, 
July  9,  1873.  He  received  the  following  degrees  from  the  University 
of  Missouri:     B.  Agr.,  1897;  B.  S.,  1899;  and  M.  S.,  1907.     He  is  a 


504 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


member  of  the  Association  of  Official  Agricultural  Chemists,  a  mem- 
ber of  the  American  Chemical  Society  and  a  member  of  the  American 
Association  for  the  Advancement  of  Science.  He  was  sergeant  in 
company  I,  5th  Missouri  U.  S.  V.  I.  during  the  late  war  with  Spain. 
This  company  was  composed  of  cadets  from  the  University  of  Missouri 
and  probably  was  the  only  strictly  college  company  in  the  service. 

From  1899  to  1901  he  was  teacher  of  chemistry  and  physics  in  the 
high  school  at  Springfield,  Missouri;  1901  to  1903  he  was  assistant 
forest  expert  in  the  Bureau  of  Chemistry,  U.  S.  department  of  agri- 
culture; 1903  to  1904  he  was  assistant  chemist,  North  Dakota 
agricultural  experiment  station ;  1904-08  he  was  chemist,  Arkansas 
agriculture  experiment  station  and  professor  of  agricultural  chemistry 
in  the  University  of  Arkansas ;  1908-09  he  was  assistant  professor  of 
fertilization,  University  of  California.  In  1909  he  became  assistant 
professor  of  agricultural  chemistry  in  charge  of  the  citrus  experiment 

station  in  the  University  of 
California. 

He  wrote  Bulletin  No.  88, 
Arkansas  Experiment  Sta- 
tion, "Food  Adulteration," 
also  Bulletin  No.  100,  "Me- 
teorological Records." 

August  8,  1906,  he  was 
married  to  Miss  Susan  Mer- 
riman  Reid  of  B  u  c  y  r  u  s, 
Ohio.  They  have  one  child, 
Richard  Reid. 


Lee  Sedwick  Olney. 


Lee  Sedwick  Olney,  son 

of  G.  S.  and  Virginia  (Belt) 
Olney,  was  born  at  Fielden, 
Jersey  County,  Illinois,  May 
27 .  1883.  His  father  was  a 
merchant  at  Fielden  until  ill 
health  caused  him  to  retire 
from  active  business  in  1897, 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  505 

at  which  time  he,  with  the  family,  moved  to  Mena,  Arkansas.  Air. 
Olney  entered  the  public  schools  at  Fielden  September  9,  1889,  at 
the  age  of  six  years.  After  spending  eight  years  in  the  graded  school 
he  entered  the  freshman  class  of  the  JerseyA'ille,  Illinois,  high 
school,  remaining  there  for  one  year  and  then  one  year  in  the 
public  schools  at  Mena,  Arkansas.  The  years  of  1899  and  1900  were 
spent  in  the  Mena  Hendrix  Academy  at  Mena,  Arkansas,  then  a  branch 
of  Hendrix  College;  while  there  he  took  the  medal  for  scholarship 
offered  by  Hendrix  College.  In  September,  1901,  he  entered  the 
University  of  Arkansas,  from  which  he  was  graduated  in  1905  with 
the  degree  of  Bachelor  of  Electrical  Engineering.  While  a  student 
he  took  a  prominent  part  in  athletics,  playing  on  the  Varsity  eleven 
every  year.  He  was  also  a  member  of  the  Garland  Literary  Society 
and  of  the  Kappa  Alpha  fraternity.  He  was  class  orator  both  junior 
and  senior  years. 

The  first  summer  after  graduation  he  spent  in  camp  with  an 
engineering  party  laying  out  the  Mena  &  Eastern  Railroad,  a  small 
road  connecting  Mena  and  Hot  Springs,  Arkansas,  acting  as  assistant 
engineer  and  transitman.  The  summer  of  1907  was  spent  with  the 
engineering  department,  transformer  design  of  the  Fort  Wayne 
Electric  Works  of  Fort  Wayne,  Indiana.  The  summer  of  1909  was 
spent  in  graduate  work  at  the  University  of  Michigan. 

He  is  a  member  of  the  Masonic  fraternity,  of  the  Methodist  Epis- 
copal Church,  South,  and  an  associate  member  of  the  American 
Institute  of  Electrical  Engineers.  Since  graduation  he  has  held  a 
position  on  the  teaching  force  of  the  engineering  department  of  the 
University  of  Arkansas,  rising  from  the  rank  of  assistant  to  that  of 
associate  professor. 

On  December  17,  1908,  he  was  married  at  Fayetteville,  Arkansas, 
to  Miss  Barbara  Claire  Davis. 


Lanning  Parsons  was  born  in  Ohio,  April  24,  1872.  He  was 
appointed  from  Ohio  as  a  cadet  in  the  Military  Academy  in  June, 
1892.  He  was  made  second  lieutenant  of  the  fifth  cavalry  in  June, 
1896,  but  a  year  later  he  was  transferred  to  the  tenth  cavalry  and  then 
to  the  ninth  cavalry  in  August,  1897.     He  continued  in  this  capacity 


506 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


until  1901,  when  he  was  made  first  lieutenant  of  the  fourth  cavalry. 
He  was  made  captain  of  the  eighth  cavalry  in  February,  1903.  He 
was  detailed  professor  of  military  science  and  tactics  in  the  University 
of  Arkansas  January  9,  1903,  and  served  in  this  capacity  for  one  year. 
He  was  transferred  to  the  ninth  cavalry  in  December,  1904. 


Nicholas  Bartlett  Pearce,  son  of  Allon  and  Mary  Pearce,  was  born 
in  Caldwell  County,  Kentucky,  July  20,  1828.  He  graduated  with 
honors  at  Cumberland  College,  Kentucky,  before  entering  West  Point, 
at  which  place  he  spent  four  years,  graduating  with  highest  honors 
in  1850.  In  1858  he  resigned  from  the  U.  S.  army  and  settled  at 
Osage  Mills,  Arkansas,  engaging  in  mercantile  business,  until  the 
breaking  out  of  the  Civil  War,  when  he  was  appointed  to  organize 
and  command  the  Arkansas  state  troops,  in  the  western  half  of  the 

State.  After  the  state  troops 
were  merged  into  the  Con- 
federate army  he  was  made 
a  commissary  and  assigned 
as  chief  to  General  Van 
Dorn's  command.  After  the 
battle  of  Shiloh  he  was  or- 
dered to  Texas  and  was 
there  appointed  on  the  mili- 
tary board  of  Texas  by  the 
governor.  In  this  capacity, 
as  the  only  qualified  military 
officer  of  that  board,  he  con- 
tinued to  serve  during  the 
remainder  of  the  war.  In 
1865  he  visited  Washington 
City  and  was  pardoned  by 
President   Johnson. 

He   returned   in    1867   to 

the  old  homestead  at  Osage 

Mills,  rebuilt  his  residence, 

Nicholas  Bartlett  Pearce.  miH-  and  store,  and  engaged 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  507 

in  business.  In  1872  he  was  appointed  professor  of  mathematics  in 
the  University  of  Arkansas  at  Fayetteville.  In  1874  he  severed  his 
connection  with  the  university  and  returned  to  Osage  Mills.  In 
1879-84  he  was  in  the  employ  of  a  wholesale  house  in  Kansas  City. 
Missouri,  and  traveled  in  Texas,  having  moved  there  on  account  of  his 
wife's  health.  Later  he  was  with  Lombard  Investment  Company  as 
an  expert  land  examiner  and  manager  of  field  men.  In  all  these 
varied  employments  he  was  successful. 

General  Pearce  died  at  Dallas,  Texas,  at  the  home  of  his  daughter, 
Mrs.  J.  T.  Choice,  March  8,  1894.  He  was  married  to  Miss  Nannie 
Smith,  January  25,  1855.    Four  children  were  born  to  them. 


George  M.  Peek  was  born  in  Richmond,  Virginia,  September  29, 
1870.  He  attended  private  schools  and  was  an  apprentice  in  the 
shops  of  the  B.  &  O.  R.  R.  Company  in  Baltimore.  He  also  served 
in  the  shops  of  the  Baxter  Electric  Motor  Company  of  Baltimore. 
After  graduating  from  the  night  school  of  the  Maryland  Institute  of 
Art  and  Design,  he  became  machinist  in  the  shops  of  the  Richmond 
Locomotive  Works  and  later  draftsman  for  the  same  company. 
Later  he  graduated  from  the  Virginia  Mechanics  Institute  and 
attended  the  University  of  Virginia,  graduating  with  the  degrees  of 
mechanical  engineer  and  civil  engineer.  During  one  summer  he  was 
draftsman  for  the  Newport  News  Shipbuilding  and  Dry  Dock  Com- 
pany. He  was  then  made  instructor  in  engineering  at  the  University  of 
Virginia  and  served  six  sessions.  In  1896  he  was  called  to  the  chair 
of  mechanical  engineering  in  the  University  of  Arkansas  and  held 
this  position  for  two  years.  After  leaving  Arkansas  he  opened  a 
private  office  as  engineer  in  Hampton,  Virginia.  He  has  served  as 
engineer  for  the  Pelton  Water  Wheel  Company  and  has  installed 
power  plants  in  the  United  States,  Mexico,  Canada,  and  Spain.  At 
present  he  is  engaged  in  consulting  work  in  St.  Louis,  Missouri.  He 
is  married  and  has  two  children. 


Frank  Welbom  Pickel  was  born  at  Williamston,  South  Carolina. 
He  attended  the  public  school  of  his  native  town  and  in  the  fall  of 


508 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


1882  entered  Furman  Uni- 
versity, from  which  he  re- 
ceived the  B.  A.  degree  in 
1886.  He  taught  in  the  pub- 
lic school  of  his  home  two 
years,  then  entered  the  Uni- 
versity of  South  Carolina  in 
the  fall  of  1888  and  received 
the  master's  degree  from 
this  institution  in  1890.  In 
1889  he  was  elected  instruc- 
tor of  hygiene  and  bacteri- 
ology in  the  University  of 
South  Carolina,  and  was  also 
bacteriologist  for  the  South 
Carolina  experiment  station, 
in  which  capacity  he  served 
two  years.  In  the  spring  of 
1891  he  was  elected  profes- 
sor of  natural  science  in  the 
Agricultural  and  Mechani- 
cal College  of  Florida,  but 
remained  here  only  one  year.  Desiring  to  pursue  his  biological  studies 
further,  he  entered  the  John  Hopkins  University  in  the  fall  of  1892  as 
a  graduate  student  of  biology  and  remained  there  two  years  until  June, 
1894.  He  was  professor  of  Greek  and  German  in  Mississippi  College 
from  1895  to  1897.  In  the  fall  of  1897  he  went  to  the  University  of 
Chicago  and  received  the  degree  of  master  of  science  from  that  insti- 
tution in  January,  1899.  He  continued  his  research  work  there  until 
the  following  August,  when  he  was  elected  to  his  present  position, 
professor  of  biology  in  the  University  of  Arkansas. 

Some  of  the  papers  written  by  him  are  as  follows:  "Physiological 
Effect  of  Lacto-Caramel  on  the  Frog  Heart ;"  "Accessory  Bladders 
of  Testudinata;"  "Origin  and  Development  of  Jacobson's  Organ;" 
"Structure  and  Function  of  Leaves."  In  August,  1901,  he  was  married 
to  Miss  Allie  B.  Deupree  and  they  have  two  sons,  Frank  Welborn 
Pickel,  Jr.,  and  Elbert  Jefferson  Pickel. 


Frank  Welborn  Pickel. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


509 


Robert  B.  Powers  was  born  in  Kentucky,  February  26,  1872.  He 
was  appointed  from  Kentucky  to  the  Military  Academy  in  June,  1892. 
He  was  made  second  lieutenant  of  the  tenth  cavalry  in  June,  1896. 
He  was  transferred  to  the  seventh  cavalry  and  made  second  lieutenant 
in  1897.  He  continued  in  this  capacity  until  1901,  when  he  was  made 
first  lieutenant.  He  was  made  captain  of  the  seventh  cavalry  July 
16.  1903.  He  was  detailed  professor  of  military  science  and  tactics 
in  the  University  of  Arkansas,  January  31,  1905,  which  position  he 
held  for  one  year. 


Albert  Homer  Purdue,  son  of  Samuel  Leroy  and  Phoebe  (Priest) 
Purdue,  was  born  in  Warrick  County,  Indiana,  six  miles  east  of  the 
town  of  Newburg,  March  29,  1861.  His  paternal  grandparents 
emigrated  from  North  Carolina  to  Tennessee  and  later  from  Tennessee 
to  southern  Indiana,  where  Samuel  Leroy  was  born.  His  maternal 
grandfather  was  of  Scotch- 
Irish  and  his  maternal 
grandmother  of  Pennsyl- 
vania German  descent. 

He  worked  on  the  farm 
until  he  was  twenty  years 
of  age,  at  which  time  he 
entered  the  Indiana  state 
normal  school  at  T  e  r  r  e 
Haute,  from  which  he  grad- 
uated in  1886.  In  1886-87  he 
was  principal  of  the  high 
school  at  Sullivan,  Indiana, 
and  in  1887-88  he  was  super- 
intendent of  the  public 
schools  at  West  Plains,  Mis- 
souri. The  collegiate  year 
of  1888-89  was  spent  as  a 
student  in  Purdue  Univer- 
sity. In  the  fall  1889,  be- 
cause   of    poor    health,    he 

resigned        the        superintend-  Albert  Homer  Purdue. 


510  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

ency  of  the  public  schools  of  Plainfield,  Indiana,  to  accept  the  position 
of  superintendent  of  building  at  the  government  Indian  school,  Albu- 
querque, New  Mexico.  After  serving  a  few  months  in  this  capacity, 
he  was  made  assistant  superintendent  of  the  school.  He  left  this 
position  to  enter  Stanford  University  in  1891  and  was  one  of  the 
first  students  on  the  ground  before  the  opening  of  that  institution. 
His  object  in  going  there  was  to  pursue  the  subject  of  geology  under 
Dr.  J.  C.  Branner,  who  had  been  made  head  professor  of  geology. 
His  time  as  a  student  at  this  institution  was  employed  mainly  in  the 
study  of  geology  and  allied  subjects.  He  received  the  degree  B.  A. 
in  1893,  and  during  a  portion  of  the  following  year  remained  at  the 
university  as  a  graduate  student,  but  left  the  institution  during  the 
second  semester  to  become  a  candidate  before  the  Republican  state 
convention  of  Indiana  for  nomination  for  state  geologist,  in  which  he 
was  unsuccessful. 

In  the  year  1894-95  he  was  principal  of  the  high  school  at  Rens- 
salear,  Indiana.  While  at  Renssalear,  his  spare  time  was  spent  on  the 
study  of  the  glacial  geology  of  northwestern  Indiana.  In  the  spring 
of  1895,  he  was  awarded  the  senior  fellowship  in  the  department  of 
geology.  University  of  Chicago,  and  in  the  following  June  he  was 
elected  to  the  chair  of  geology  in  the  University  of  Arkansas. 

In  the  summer  of  1892,  under  the  direction  of  Dr.  J.  C.  Branner, 
then  state  geologist  of  Arkansas,  Mr.  Purdue  worked  as  assistant 
geologist  on  the  geological  survey  of  Arkansas  in  the  southwestern 
part  of  the  State.  In  the  summer  of  1900  he  was  associated  with  Dr. 
Branner  in  the  investigations  of  the  zinc  and  lead  deposits  of  northern 
Arkansas.  Since  1901  his  summers  have  been  spent  on  the  United 
States  Geological  Survey,  and  since  1903  the  work  of  that  bureau  in 
Arkansas  has  been  intrusted  to  his  hands. 

By  legislative  act  he  was  made  ex-ofificio  state  geologist  in  1907, 
which  action  was  repeated  in  the  general  assembly  of  1909.  His  first 
work  as  state  geologist  was  on  the  slates  of  Arkansas,  the  report  of 
which  was  issued  in  July,  1909.  Besides  this  Professor  Purdue  is 
the  author  of  about  thirty  Geological  reports  and  magazine  articles, 
mainly  on  geological  subjects.  He  is  a  fellow  of  the  Indiana  Academy 
of  Science;  of  the  American  Association  for  the  Advancement  of 
Science ;  of  the   Geological    Society  of   America ;   of  the   Geological 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


5U 


Society  of  London ;  and  a  member  of  the  American  Institute  of  Mining 
Engineers  and  the  National  Geographical  Society.  He  is  secretary 
of  the  National  Association  of  the  State  Mining  Schools. 

He  was  married  first  September  1st,  1887.  to  Bertha  Lee  Burdick 
of  Indianapolis,  Indiana,  who  died  October  1st,  1888;  second  December 
22,  1898,  to  Ida  Pace  of  Harrison,  Arkansas.  They  have  two  children, 
Branner  Pace  Purdue,  born  March  1st,  1900;  Richard  Howell  Purdue, 
born  November  7th,  1901. 


Ida  (Pace)  Purdue  was  born  near  Harrison,  Arkansas,  January 
4,  1869.  After  receiving  a  common-school  education  she  entered  the 
L'niversity  of  Arkansas,  from  which  she  was  graduated  in  1888.  She 
took  graduate  work  in  the  University  of  Arkansas  during  the  jear 
1888-89.  She  then  accepted  a  position  in  Union  College  at  Oxford, 
Mississippi,  1890-91.  After 
teaching  here  one  year  she 
then  accepted  a  position  in 
the  V^alley  Seminary  at 
Waynesboro,  Virginia.  Dur- 
ing the  year  1893-94  she 
taught  in  Central  College  at 
Lexington,  Missouri.  She 
took  graduate  work  in  the 
Cornell  University  during 
the  year  1894-95,  and  the 
following  year  was  elected 
associate  professor  of  En- 
glish and  modern  languages 
in  the  University  of  Arkan- 
sas. She  served  in  this 
capacity  until  1898.  During 
the  summer  of  1897  she  took 
work  in  the  University  of 
Chicago.  She  was  editor  of 
the   Eleusis  of  Chi  Omega, 

1899-1904,  and  has  served  as  Ida  (Pace)  Purdue. 


512 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


national  president  of  Chi  Omeg-a  fraternity  since  1904.  She  was 
married  to  Professor  A.  H.  Purdue,  December  22,  1898.  Of  this  union 
there  have  been  born  two  children,  Branner  Pace  and  Richard  How^elL 


George  Dana  Purinton  was  born  October  1,  1857.    He  entered  the 
West  Virginia  University,  from  which  he  was  graduated  in  1879  with 

the  degree  of  B.  A.,  and  in 
1882  he  received  the  degree 
of  Master  of  Arts.  He  was 
graduated  with  the  degree 
of  Doctor  of  Medicine  from 
the  University  of  Missouri 
about  1892.  He  likewise 
received  the  degree  of  Ph.  D. 
He  began  his  career  first  as 
a  teacher,  at  the  early  age  of 
sixteen  in  a  country  school 
in  Preston  County,  West 
Virginia.  Subsequently  he 
held  the  following  positions : 
Principal  of  Georges  Creek 
Academy,  Pennsylvania,  and 
of  Tahlequah  Seminary  in 
Indian  Territory;  superin- 
tendent of  schools  in  Pied- 
mont, West  Virginia ;  pro- 
fessor of  science,  Broaddus 

George  Dana  Purinton.  CollcgC,      Clarksburg,      WcSt 

Virginia ;  vice-president  and  professor  of  science  in  Des  Moines  Col- 
lege, Des  Moines,  Iowa  ;  professor  of  chemistry  and  physics  in  Furman 
University,  South  Carolina ;  professor  of  chemistry  and  physics  in  the 
University  of  Arkansas ;  and  professor  of  chemistry  in  the  University 
of  Missouri.  Later  he  practiced  medicine  in  St.  Louis,  where  he  died 
March,  1898.  He  was  married  to  Miss  Helen  Fordyce  and  had  two 
children,  both  of  whom  died  before  reaching  the  age  of  maturity. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


513 


William  Allen  Ramsey, 
son  of  Simeon  D.  and  Mary 
(Kilpatrick)  Ramsey,  was 
born  at  Hazelhurst,  Missis- 
sippi, January  1,  1870.  His 
father  was  a  veteran  of  two 
wars,  having  served  in  the 
war  with  Mexico  under  Gen- 
eral Taylor  and  in  the  Civil 
War  with  Forrest.  He  was 
a  lawyer,  and  both  before 
and  after  the  war  between 
the  states  held  civil  offices. 

Mr.  Ramsey,  the  eldest 
of  six  children,  received  his 
elementary  and  secondary 
education  in  the  private  and 
public  schools  of  his  native 
town.  In  1888  he  entered 
Arkansas  College  at  Bates- 
ville,  from  which  he  grad- 
uated  as  a   Bachelor  of 

Science  in  1891.  In  1907  his  alma  mater  conferred  on  him  the  degree 
of  Master  of  Arts.  After  graduation  he  returned  to  Mississippi  and 
began  the  study  of  law  under  his  father,  but  having  been  offered 
the  principalship  of  the  public  school  at  Walnut  Ridge,  Arkansas, 
accepted  and  served  one  year.  He  served  in  the  same  capacity  the 
following  year  at  Sulphur  Rock.  In  1893  he  succeeded  to  the  super- 
intendency  of  schools  at  Augusta,  Arkansas.  In  the  summer  of  1894 
he  returned  to  Mississippi  with  the  intention  of  entering  upon  the 
practice  of  law,  but  being  elected  principal  of  Jordan's  Academy  for 
Boys  at  Pine  Bluff,  he  resumed  teaching.  He  remained  at  the  head 
of  the  academy  until  the  fall  of  1896,  when  he  became  professor  of 
philosophy  and  pedagogy  in  Little  Rock  University,  an  attempt  hav- 
ing been  made  that  year  to  revive  that  institution  under  a  new 
management. 


William  .Allen  Ramsey. 


514  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

In  1897  he  was  elected  superintendent  of  schools  at  Arkansas  City 
and  held  that  position  until  1900,  when  he  became  Arkansas  manager 
for  the  educational  department  of  Woodward  &  Tiernan  Printing 
Company  of  St.  Louis.  He  resigned  this  position  in  1902  to  accept 
the  principalship  of  the  public  school  at  Benton,  Arkansas,  where 
he  remained  until  1905,  when  he  became  principal  of  the  preparatory 
department  in  the  University  of  Arkansas.  His  work  in  this  position 
has  been  systematic,  reducing  the  per  cent,  of  failures  and  of  suspen- 
sions.   He  has  also  canvassed  extensively  during  the  summer  months. 

He  has  belonged  to  the  state  militia  of  Arkansas  and  of  Mississippi; 
has  served  as  county  examiner  of  Woodruflf  and  Desha  Counties,  and 
has  conducted  district  and  county  normals  for  teachers  in  many 
sections  of  the  State ;  he  was  special  enumerator  in  the  southeastern 
district  in  1900  and  won  the  distinction  of  sending  in  one  of  the 
three  best  specimen  reports  of  that  year. 

He  is  a  member  of  the  Central  Association  of  Mathematics  and 
Science ;  the  Western  Arkansas  and  Eastern  Oklahoma  Association 
of  Superintendents  and  Principals ;  the  Arkansas  Historical  Associa- 
tion ;  the  Southern  Educational  Association  and  the  Arkansas  State 
Teachers'  Association.  As  a  member  of  the  mathematics  and  science 
section  of  the  state  association,  he  was  chairman  of  the  committee 
which  drafted  the  plan  for  a  "Four  Years'  Course  in  Mathematics  for 
High  Schools." 

His  writings  consist  of  addresses,  editorials,  and  contributions  to 
secular,  educational  and  religious  periodicals.  He  has  from  time  to 
time  done  editorial  and  journalistic  work.  He  was  married  January 
1.  1896,  to  Miss  Leone  Peel  Gal  van.  Of  this  union  two  daughters 
have  been  born,  Marian  Adele  (1897)  and  Henrietta  Eugenia  (1899). 


William  A.  Read,  son  of  Samuel  and  Charlotte  (Winston)  Read, 
was  born  at  Goodson,  Virginia,  November  17,  1869.  He  entered  King 
College  at  Bristol,  Tennessee,  from  which  he  received  the  B.  A. 
in  1888.  He  then  attended  the  University  of  Virginia,  and  later 
Gottingen  and  Heidelberg,  Johns  Hopkins  and  Grenoble.  He  received 
the  Ph.  D.  from  Heidelberg  in  1897.  After  his  graduation  he  accepted 
the  position  of  assistant  in  the  department  of  English  in  the  University 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


515 


of  Arkansas,  1899-1900.  In  1900  he  was  made  professor  of  English, 
which  position  he  occupied  until  1902.  He  then  resigned  his  position 
in  the  University  of  Arkansas  and  accepted  the  chair  of  English 
in  the  Louisiana  State  University,  where  he  has  since  resided.  His 
most  important  pubHcations  are  the  following :  Articles  in  the  Journal 
of  Germanic  Philology;  "Modern  Language  Notes,"  Literaturblatt  and 
Englische  Studien.  He  was  married  to  Miss  Trula  Franklin.  April  4, 
1899. 


John  Hugh  Reynolds,  son  of  Jesse  M.  and  Eliza  (Grimes) 
Reynolds,  was  born  at  Enola,  Faulkner  County,  Arkansas,  January  3, 
1869.  He  was  reared  on  the  farm  and  received  his  elementary 
education  in  the  common  schools  of  his  neighborhood.  The  year 
1886-87  was  spent  in  Quitman  College  and  the  following  year  in 
teaching  near  West  Point, 
in  White  County.  From  1888 
to  1893  he  was  in  Hendrix 
College,  taking  the  A.  B.  de- 
gree. While  in  college  he 
was  active  in  literary  society 
work,  was  editor  of  the  col- 
lege magazine,  and  took  sev- 
eral prizes,  among  them  be- 
ing an  intercollegiate  ora- 
torical medal.  For  three 
vears  after  graduation  he 
was  principal  of  Fourth  Val- 
ley high  school  at  Rover, 
Arkansas,  and  during  part  of 
the  time  was  county  exam- 
iner of  Yell  County.  He  has 
also  conducted  a  number  of 
^county  institutes. 

^Ir.  Reynolds  took  gradu- 
ate work  in  the  University  of  john  Hugh  Reynolds 


516  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

Chicago  by  correspondence  in  1895-96  and  in  residence  in  1896-97, 
receiving  the  A.  M.  degree.  He  has  also  done  graduate  work  in  Colum- 
bia University  (1907).  From  1897  to  1902  he  filled  the  chair  of  history 
and  political  science  at  Hendrix  College  and  was  vice-president  part  of 
the  time.  Since  1902  he  has  filled  the  same  chair  in  the  University 
of  Arkansas.  In  January,  1910,  he  was  unanimously  elected  president 
of  Hendrix  College,  but  did  not  see  his  way  clear  to  accept  the 
position.  He  has  been  active  in  developing  the  accredited  school 
system  at  the  university  and  has  taken  an  active  interest  in  the 
general  educational  work  of  the  State,  having  served  as  president 
of  the  Arkansas  State  Teachers'  Association.  He  organized  in  1903 
and  has  since  been  secretary  of  the  Arkansas  Historical  Association ; 
he  is  the  author  of  the  laws  of  1905  and  1907  creating  temporary 
history  commissions  and  of  the  law  of  1909  creating  the  present 
permanent  Arkansas  History  Commission.  He  has  served  as  secretary 
of  these  commissions  since  their  creation  and  has  prepared  all  of  their 
reports. 

Professor  Reynolds  is  the  author  of  "Makers  of  Arkansas  History," 
of  educational  pamphlets,  of  the  report  of  the  rural  school  committee 
of  the  State  Teachers'  Association  in  1905 ;  has  contributed  to  maga- 
zines, and  "The  South  in  the  Building  of  the  Nation ;"  and  is  the 
editor  of  Volumes  1  and  2  of  the  publications  of  the  Arkansas  Histori- 
cal Association.  He  is  a  member  of  the  American  Historical 
Association,  National  Educational  Association,  Mississippi  Valley 
Historical  Association,  American  Archives  Commisson  (for  Arkan- 
sas), and  National  Conference  for  Charities  and  Corrections 
(corresponding  secretary  for  Arkansas). 

He  married,  June  27,  1895,  Miss  Margaret  Harwood,  Brookfield, 
Missouri.  They  have  four  children  living,  Ruth,  George,  Elizabeth 
and  Margaret. 

Joachim  Rheinhardt  was  born  in  Denmark,  where  his  father  was 
a  college  professor,  teaching  the  classical  languages.  His  mother 
wrote  and  spoke  five  or  six  modern  languages.  His  home  was 
frequently  visited  by  distinguished  Danes  and  foreigners  who  spoke 
many    languages.      This    proved    both    helpful    and    stimulating    to 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


517 


Joachim  in  acquiring  foreign  tongues  and  created  in  him  a  desire  to 
visit  other  countries.  Shortly  after  receiving  his  B.  A.  degree  in  1877 
he  visited  England,  Scotland,  and  the  United  States  as  a  newspaper 
correspondent.  Later  he  visited  Germany  and  attended  lectures  in 
several  of  the  universities.  Returning  to  Denmark  he  studied 
languages,  history,  and  philosophy  in  the  University  of  Copenhagen. 
In  1889  he  came  to  New  York  as  correspondent  for  some  Scandinavian 
papers.  Here  he  met  the  late  Professor  Thomas  Randolph  Price  of 
Columbia  University,  who  urged  him  to  enter  the  teaching  profession 
and  secured  his  appointment  at  the  University  of  Virginia  in  1894-95 
as  professor  in  charge  of  the  department  of  modern  languages  in  place 
of  the  regular  professor  who  was  absent  on  leave.  Since  then  he  has 
taught  in  several  schools  and  universities,  including  the  University  of 
Arkansas,  1906-07.  He  has  published  many  articles  on  linguistic, 
literary  and  musical  subjects  in  such  periodicals  as  the  Independent, 
Sewanee  Review  and  others. 


Giles  Emmet  Ripley  was 
born  in  Adams  County,  Indi- 
ana, June  18,  1874.  He  re- 
ceived his  education  in.  the 
public  schools  of  Indiana, 
the  normal  school  at  Marion, 
Indiana,  Purdue  University, 
and  at  the  University  of  Chi- 
cago. After  his  graduation 
from  Purdue  University  in 
1899  he  took  charge  of  the 
department  of  science  in  the 
Eastern  Indiana  Normal 
University  at  Muncie,  Indi- 
ana. At  the  end  of  the  first 
year  he  resigned  to  take 
charge  of  the  department  of 
physics  and  chemistry  in  the 
high  school  at  Racine,  Wis- 
consin.     After     two     vears 


Giles  Emmet  Ripley. 


518  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  service  here  he  resigned  to  enter  business  at  Winchester,  Indiana. 
After  he  had  spent  two  years  in  business  he  decided  to  return  to 
teaching.  He  then  accepted  the  work  in  physics  and  chemistry  at 
Marquette,  Michigan.  He  remained  there  only  one  year,  at  the  end 
of  which  he  resigned  to  take  charge  of  the  department  of  physical 
science  in  the  state  normal  school  at  Valley  City,  North  Dakota.  He 
remained  here  only  three  years,  when  he  resigned  to  take  charge  of 
the  department  of  physics  in  the  University  of  Arkansas.  He  is  a 
member  of  the  Central  Association  of  Science  and  Mathematics ;  of 
the  Indiana  Academy  of  Science,  and  of  the  American  Association 
for  the  Advancement  of  Science.  His  writings  consist  in  the  follow- 
ing :  "Absorption  of  Water  by  Decorticated  Stems,"  in  the  Proceedings 
of  Indiana  Academy  of  Science,  1898.  He  was  married  to  Miss  Louise 
Marsh  in  1900.     Of  this  union  two  sons  and  one  daughter  were  born. 


O.  F.  Russell  was  a  member  of  the  board  of  visitors  in  1877 
appointed  by  the  governor  to  inspect  the  university.  In  June  of  that 
year  he  was  elected  principal  of  the  preparatory  department.  At  the 
time  he  resided  at  Clarksville.  He  served  acceptably  in  this  capacity 
until  the  fall  of  1880,  when  he  resigned  on  account  of  ill  health.  The 
resolution  of  the  faculty  passed  at  the  time  of  his  resignation  said 
that  the  "University  has  lost  one  of  its  ablest  professors,  an  earnest 
and  most  indefatigable  worker  and  a  teacher  whose  long  experience 
and  thorough  and  successful  work  has  made  him  prominent  among 
those  who  have  been  shaping  the  course  of  study  and  establishing  the 
standard  of  scholarship  in  the  University." 


Edgar  Finley  Shannon,  the  son  of  James  Butler  and  Lois 
(McCain)  Shannon,  was  born  near  Millersburg,  Kentucky,  September 
19,  1874.  In  April,  1879,  James  Shannon  died,  leaving  his  wife  with 
two  small  children,  Edgar  and  another  son,  Thomas.  With  the 
determination  to  educate  her  children,  Mrs.  Shannon  began  teaching 
school.  After  teaching  two  years  in  Kentucky,  she  learned  of  a  better 
opening  for  a  school  in  Monticello,  Arkansas,  and  removed  there. 
It  was  at  Monticello  and  Pine  Blufif,  Arkansas,  that  most  of  Mr. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


519 


Shannon's  childhood  w  a  s 
spent.  When  he  was  twelve 
years  old  his  mother  sent 
him  back  to  Kentucky  to  live 
with  relatives  on  a  farm  near 
Millersburg.  From  1887  to 
1889  he  attended  the  prepa- 
tory  classes  of  Kentucky 
\\'esleyan  College  at  Win- 
chester. In  the  fall  of  1889 
he  won  by  competitive 
examination  a  scholarship 
from  the  Garth  Fund  of 
Bourbon  County,  and  en- 
tered the  freshman  class  of 
Central  University,  then 
located  at  Richmond,  Ken- 
tucky, but  since  consoli- 
dated with  Centre  College 
and  moved  to  Danville.  This 

scholarship    from    the    Garth  Edgar  Finley  Shannon. 

Fund  he  held  during  the  four  years  of  his  college  course.  His  vaca- 
tions were  spent  at  work  on  his  uncle's  farm  in  Bourbon  Count}'.  He 
was  graduated  from  Central  University  with  the  degree  of  B.  A.  in 
June,  1893.  He  hoped  after  his  graduation  from  college  to  begin  the 
study  of  law,  but  it  was  necessary  for  him  to  earn  the  money  to 
meet  the  expenses  of  the  law  course.  Consequently  the  scholastic 
year  of  1893-94  found  him  principal  of  the  public  school  at  Princeton, 
Arkansas.  Contrary  to  his  expectations  this  work  proved  exactly 
to  his  taste ;  and  dropping  all  thought  of  the  law,  he  decided  to  make 
teaching  his  profession. 

In  1895  he  was  elected  associate  professor  of  ancient  languages 
in  the  University  of  Arkansas.  As  the  scholastic  year  there  began 
in  March  after  a  winter  vacation  of  three  months,  Mr.  Shannon 
assumed  his  duties  at  that  time  and  ser^■ed  until  1902.  He  was  then 
made  associate  professor  of  English  and  modern  languages.     In  1906, 


520 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


at  the  resignation  of  the  head  of  the  department,  Professor  Carr,  the 
department  was  divided,  and  Professor  Shannon  was  made  head  of 
the  department  of  English.  He  studied  at  the  University  of  Chicago 
during  the  summer  of  1897,  spent  the  summer  of  1898  in  Germany  and 
attended  lectures  at  the  University  of  Leipsic,  studied  in  the  Harvard 
summer  school  in  1902,  1903,  and  1904,  and  in  Columbia  University 
during  the  summer  of  1906.  In  1909  he  was  granted  leave  of  absence 
for  two  years  from  his  position  as  professor  of  English  in  the  univer- 
sity to  pursue  graduate  studies  in  Harvard  University. 

On  December  28,  1904,  Mr.  Shannon  was  married  to  Mary  Eleanor 
Duncan,  daughter  of  Isaac  W.  Duncan,  of  Fayetteville,  Arkansas. 
To  them  has  been  born  one  child,  December  29,  1905,  a  son,  who  lived 
only  three  months. 


Albert  K.  Short  was  born 


Albert  K.  Short. 


in  Roanoke,  Denton  County,  Texas,  May 
5,  1878.  He  was  reared 
on  a  stock  farm  in  Wise 
County,  Texas,  and  edu- 
cated in  the  public  schools 
of  the  same  county.  He 
entered  the  Texas  Agricul- 
tural and  Mechanical  Col- 
lege, froln  which  he  received 
the  B.  S.  degree  in  1900.  He 
declined  the  position  of 
farm-demonstration  work  in 
connection  with  the  Texas 
agricultural  experiment  sta- 
tion to  take  up  practical 
work  in  animal  husbandry. 
He  established  a  herd  of 
pure-bred  Hereford  cattle  in 
1902  which  is  still  main- 
tained near  Decatur,  Texas. 
He  was  appointed  assistant 
in    animal    husbandry    and 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


521 


pathology  in  the  agricultural  college  of  the  University  of  Arkansas 
in  1907;  adjunct  professor  of  animal  husbandry  in  June,  1908,  and 
acting  professor  of  animal  husbandry  in  June,  1909.  He  is  a  member 
of  the  American  Hereford  Breeders'  Association;  also  of  the  Texas 
Hereford  Breeders'  Association.  He  was  married  to  Miss  Middie 
Helm,  of  Rhome,  Texas,  May  29,  1901.  Two  daughters  have  been 
born  to  them. 


Frederic  William  Simonds  was  born  in  Charleston,  now  a  part  of 
Boston,  Massachusetts,  July  3,  1853.  His  early  education  was 
obtained  in  the  old  Bunker  Hill  school  in  his  native  town.  His 
parents  having  removed  to  Richmond,  Indiana,  in  1864,  his  preparation 
for  college  was  made  in  the  schools  of  that  city,  where,  in  1871,  he 
was  graduated  from  its  recently  established  high  school  as  valedic- 
torian of  its  first  class.  He  then  became,  for  a  short  time,  assistant  to 
the  city  engineer.  That 
gentleman  having  been  ap- 
pointed chief  engineer  of  the 
Cincinnati,  Richmond  and 
Fort  Wayne  Railroad  (now 
a  part  of  the  Grand  Rapids 
and  Indiana),  he  accompanied 
him  on  the  survey  of  location 
as  his  chief  assistant.  About 
this  time  the  fame  of  a  newly 
founded  university  at  Ithaca, 
New  York,  had  reached  the 
west,  and  as  the  autumn 
approached  he  withdrew  from 
the  survey,  mainly  at  the 
solicitation  of  his  mother,  and 
began  an  active  review  of  his 
studies  preparatory  to  his  en- 
trance upon  a  university 
course.  In  September,  1871, 
he    formally    matriculated    at 

Corn  el  1     as     a       member  Frederic  William  Simonds. 


522  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

of  the  class  of  1875.  Here  he  came  into  contact  with  a  band 
of  young  and  enthusiastic  scientific  workers,  many  of  whom 
have  since  attained  commanding  positions  in  the  scientific  and 
educational  world.  While  an  undergraduate  he  became  greatly 
interested  in  the  study  of  geology  as  presented  by  the  late  Professor 
Charles  Fred  Hartt,  at  that  time  a  young  man  honored  both  at  home 
and  abroad  for  his  exploration  and  research  in  Brazil.  In  his  freshman 
year  he  was  awarded  the  zoological  prize  for  excellent  work  in  the 
biological  line  and  in  his  senior  year  he  won  the  geological  prize.  In 
1875  he  received  the  B.  S.  and  the  following  year  the  M.  S.  With 
the  autumn  of  1875  came  the  appointment  to  the  instructorship  in 
geology  and  paleontology  in  his  alma  mater,  which  he  filled  until 
his  election,  two  years  later,  to  the  chair  of  geology,  zoology,  and 
botany  in  the  University  of  North  Carolina.  Here  he  materially 
assisted  in  the  revival  of  that  ancient  seat  of  learning,  attracting 
to  his  lectures  a  large  and  enthusiastic  body  of  students.  While  the 
range  of  his  professorship  was  too  large  for  any  one  man,  unassisted, 
to  cover,  he  gave  courses  not  only  in  geology,  mineralogy  and 
zoology,  but  in  botany  and  physiology  as  well,  the  latter  in  connection 
with  the  medical  school.  Four  years  were  spent  in  this  arduous 
work,  during  which  he  completed  the  required  course  of  study  and 
successfully  passed  the  examinations  for  the  doctor's  degree  at 
Syracuse  University  (1879).  Overwork  and  a  severe  illness  caused 
him  to  retire  from  his  professorship  in  1881.  He  then  went  to 
California,  where  he  remained  five  years.  For  a  part  of  that  time  he 
taught  science  in  the  San  Jose  high  school  and  for  a  year  and  a  half 
was  its  principal.  He  maintained,  however,  a  close  connection  with 
his  specialty,  geology,  by  frequent  visits  to  the  state  university. 
Returning  to  the  east  he  was,  in  January,  1887,  appointed  lecturer  on 
economic  geology  in  Cornell  University.  The  following  June  he  was 
called  to  the  professorship  of  biology  and  geology  in  the  University 
of  Arkansas  at  Fayetteville.  Having  been  appointed  assistant 
geologist  of  the  geological  survey  of  Arkansas,  Washington  County 
was  assigned  as  his  field  of  work.  During  the  two  years  fpllowing 
Dr.  Simonds  was  engaged,  when  his  university  labors  would  permit, 
in  unraveling  the  lower  carboniferous  rocks  of  northwestern  Arkansas. 
A  carefully  plotted  map,  with  suitable  texts,  forms  a  part  of  Volume 


SKETCHES  OF  TRUSTEES  AND  FACULTY.  523 

IV  of  the  Annual  Report  of  the  State  Geological  Survey  for  1888.  He 
was  next  assigned  to  Benton  County  in  the  survey  of  which  he  was 
associated  with  Professor  T.  C.  Hopkins.  The  geological  investigation 
of  this  area  and  the  completion  of  the  map  brought  the  work  up  to 
the  Missouri  border  and  extended  the  series  of  formations  studied,  in 
a  descending  order  into  the  Silurian.  In  the  meantime  the  vacant 
chair  of  geology  in  the  University  of  Texas  was  offered  to  Professor 
Simonds  and  was  accepted  (1890),  but  work  on  the  Benton  County 
Survey  continued  during  the  following  annual  vacation.  The  position 
at  Austin  brought  with  it  voluntary  instruction  in  biology,  which 
soon  led  to  the  establishment  of  an  additional  school  in  the  university. 
This,  however,  remained  nominally  under  the  direction  of  the  professor 
of  geology  for  another  year.  About  this  time,  in  recognition  of  his 
services,  the  trustees  of  the  University  of  Arkansas  conferred  upon 
him  the  degree  of  doctor  of  science.  In  1893  Dr.  Simonds  visited 
Switzerland  for  the  purpose  of  studying  glacial  phenomena,  and 
Germany  for  the  purpose  of  obtaining  some  insight  concerning  the 
work  and  methods  of  the  great  universities.  As  a  contributor  to 
scientific  journals  he  is  well  known.  He  is  the  author  of  "The 
Geography  of  Texas,  Physical  and  Political,"  and  of  the  "Maury- 
Simonds  Physical  Geography."  He  is  a  member  of  the  following 
societies :  Original  Fellow  of  the  Geological  Society  of  America ;  a 
Fellow  of  the  American  Association  for  the  Advancement  of  Science, 
a  Fellow  of  the  Texas  Academy  of  Science,  and  for  the  year  1899-1900 
its  president;  member  of  the  Sigma  Xi  Scientific  Society,  the  Phi 
Beta  Kappa  Society  and  of  the  Kappa  Sigma  fraternity.  In  1877  he 
married  Norma  Anna  Wood  of  Syracuse,  New  York.  Their  living 
children  are  a  daughter,  Anna  Wood,  and  a  son,  Andrew  Warren, 
Their  elder  son,  Fred  Hartt,  died  October  22,  1909. 


George  Karr  Spencer  was  born  February  25,  1842,  in  New  Sheffield, 
Pennsylvania.  In  1855  he  moved  with  his  parents  to  Davenport,  Iowa. 
During  the  summer  of  1856  he  worked  in  a  saw-mill  on  the  Rock 
Island  Railway.  He  enrolled  as  a  private  in  the  volunteer  service, 
company  B,  April  15,  1861,  at  Davenport,  Iowa,  and  was  mustered 
into  United  States  service  May  27,  1861.    He  was  soon  commissioned 


524  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

as  first  lieutenant  September 
18,  1862,  and  as  captain  July 
24,  1863,  and  served  until  the 
end  of  the  war,  taking  part 
in  the  campaigns  of  the  Mis- 
sissippi Valley.  He  was  ap- 
pointed second  lieutenant  of 
the  19th  United  States  in- 
fantry August  17,  1867,  pro- 
moted to  first  lieutenant  June 
28,  1878,  and  captain  Febru- 
ary 20,  1891.  He  was  ad- 
vanced to  the  grade  of  major 
under  provisions  of  the  act  of 
Congress  approved  April  23, 
1904. 

After  entering  the  regular 
army  he  served  in  the  Indian 
Territory,   Kansas  and   Colo- 
rado,   taking    part    in    Indian 
George  Karr  Spencer.  campaigns,    and    at    military 

posts  in  Arkansas,  Louisiana,  Texas,  Kentucky  and  Ohio.  He  was  on 
duty  at  St.  John's  Military  School,  Salina,  Kansas,  in  the  years 
1891-93  and  again  in  1897-98.  In  1900  he  was  detailed  commandant 
and  professor  of  military  science  at  the  University  of  Arkansas  and 
reported  for  duty  October  11  of  that  year,  remaining  there  in  charge 
of  the  military  department  until  January,  1903,  at  which  time  he 
was  relieved  at  his  own  request  on  account  of  ill  health.  He  is  not  a 
graduate  of  any  educational  institution  and  did  not  have  the  advan- 
tages during  his  youth  even  of  a  liberal  attendance  at  a  public  school, 
therefore  his  education  was  acquired  by  private  tutorage  and 
application  to  study  as  opportunity  offered. 

He  was  married  October  19,  1865,  to  Harriet  Jane  McCullough  in 
Davenport,  Iowa.  They  have  five  children  living,  four  sons  and  a 
daughter,  and  one  son  dead. 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


Alvin  Arthur  Steel,  son  of  John  and  Hanna  (Pearson)  Steel,  was 
born  at  Omaha,  Nebraska,  November  20,  1877.  He  received  his  early 
education  in  the  public  schools  of  Nebraska  and  then  entered  the 
Omaha  high  school.  After  his  high  school  education  had  been  com- 
pleted he  entered  the  state  university  at  Lincoln,  from  which  he  was 
graduated  in  1899  with  the  degree  of  B.  S.  in  Civil  Engineering.  He  then 
took  the  M.  E.  degree  from  Columbia  University  in  1900.  He  spent  the 
summers  of  1897  and  1898  studying  details  of  mining  and  working 
in  smelters  at  various  places  in  Colorado  and  Nebraska.  During  the 
school  year  1898-99  he  was  assistant  in  chemistry  in  the  University 
of  Nebraska.  During  the  summer  of  1899  he  was  assistant  engineer 
of  maintenance  of  way  at  the  Omaha  residence  of  the  Burlington  and 
Missouri  River  Railroad  in  Nebraska.  September,  1899,  was  spent 
studying  gold  mining,  milling  and  smelting  and  field  geology  in  the 
Black  Hills  of  South  Dakota  and  coal  mining  and  coking  at  Cambria, 
Wyoming.  A  part  of  the 
summer  of  1900  was  spent 
studying  geology,  iron  and 
cement  mining  and  engineer- 
ing operation  in  and  near 
New  York  City.  From  Sep- 
tember, 1900,  to  November. 
1901,  he  was  employed  by 
Fernando  Mining  Company, 
Durango,  serving  a  part  of 
this  time  as  assistant  to  the 
general  manager  and  in 
charge  of  all  the  mining 
work.  The  rest  of  1901  he 
spent  in  studying  geology 
and  mining  in  Durango, 
British  Columbia,  Mexico, 
and  Arizona.  The  year  1902 
was  spent  in  practical  work 
at  mining  in  Mexico,  Ne- 
vada, and  California.  From 
September,  1902,  to  Decem-  .^,,.i„  .^.^hur  steei. 


526  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

ber,  1902,  he  was  assistant  superintendent  of  the  Pacific  Consolidated 
Copper  Company,  in  charge  of  the  mine  near  Reno,  and  making  expert 
reports  upon  mines  at  Wedikin,  Nevada,  and  Bridgeport,  California. 
From  January,  1903,  to  September,  1904,  he  was  mining  geologist  with 
the  Engineering  Company  of  America  (New  York).  During  this  time 
he  engaged  in  office  work  in  Denver  and  New  York  and  field  work 
in  Mexico  and  various  parts  of  the  United  States.  While  thus 
employed  he  did  considerable  research  into  the  design  of  gas  turbines. 
From  September,  1904,  to  January,  1905,  he  was  assistant  engineer 
of  briquetting  experiments.  United  States  Geological  Survey,  in  the 
fuel-testing  plant  at  St  Lours,  having  charge  of  all  laboratory  and 
practical  work  in  briquetting.  In  February,  1905,  he  came  to  the 
University  of  Arkansas  as  associate  professor  of  geology  and  mining. 
In  June,  1909,  he  was  made  professor  of  mining. 

July  and  August,  1905,  he  was  field  assistant  U.  S.  Geological 
Survey,  working  up  geology  and  technology  of  barite  in  Missouri, 
Kentucky,  Tennessee  and  Virginia,  nickel  and  cobalt  at  Mine  La 
Motte,  Missouri,  and  rutile  in  Virginia  and  fluorspar  in  Kentucky. 
Studied  mining  at  Flat  River,  Missouri,  and  Pocahontas,  West  Vir- 
ginia, on  leave  of  absence.  July  and  August,  1906,  he  was  assistant 
geologist  North  Carolina  Geological  Survey,  studying  the  condition  of 
gold  mining  in  North  Carolina.  September,  1906,  he  was  assistant 
engineer  examining  the  iron  and  coal  properties  of  the  Monterey 
Steel  Company  in  various  camps  of  northern  Mexico. 

He  is  author  of  the  following  publications :  "Earth  Pressure 
Against  Retaining  Walls,"  Engineering  News,  October  19,  1899; 
"The  Cananea  Concentrator,"  Nebraska  Blue  Print,  1903;  "Ore  Depos- 
its of  La  Cananea,"  Engineering  and  Mining  Journal,  September  26, 
1903 ;  "An  Improved  Method  of  Framing  Square  Set  Timber,"  Mining 
and  Scientific  Press,  August  11,  1906;  "Gold  Mining  in  North  Caro- 
lina," Economic  Paper  No.  14,  North  Carolina  Geological  Survey; 
"Crucible  Assays,"  Mining  and  Scientific  Press,  June  12,  1909; 
"Geology,  Mining  and  Preparation  of  Barite  in  Washington  County, 
Missouri,"  Transactions  American  Institute  Mining  Engineers,  1909. 

He  is  a  member  of  the  honorary  student  organization,  the  Society 
of- the  Innocents  of  the  University  of  Nebraska;  honorary  member 
of  the  scientific  fraternity  of  the  Sigma  Xi ;  of  the  American  Institute 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


527 


of  Mining  Engineers ;  the  American  Association  for  the  Advance- 
ment of  Science ;  and  the  Society  for  the  Promotion  of  Engineering 
Education.    He  was  married  to  Miss  Ethel  Olivia  Kiefer,  July  6,  1906. 


John  Turner  Stinson  was  born  at  Pierceton,  Indiana,  September  5, 
1865,  but  grew  up  on  a  farm  in  Montgomery  County  Iowa.  He  entered 
the  Iowa  Agricultural  Col- 
lege, Ames,  Iowa,  from 
which  he  was  graduated  in 
1890  with  the  B.  S.  degree. 
He  was  appointed  horticul- 
turist of  the  Arkansas  agri- 
cultural experiment  station, 
Fayetteville,  Arkansas,  De- 
cember, 1891,  and  later  was 
appointed  professor  of  horti- 
culture in  the  University  of 
Arkansas.  February  1, 
1900,  Mr.  Stinson  resigned 
as  professor  of  horticulture 
and  horticulturist  of  the 
agricultural  experiment  sta- 
tion to  become  director  of 
the  ^lissouri  .state  fruit  ex- 
periment station  at  Moun- 
tain Grove,  Missouri.  The 
experiment  work  carried  on 

at   this   station   attracted   con-  J°hn  Turner  Stinson. 

siderable  attention  in  Alissouri  and  north  Arkansas  owing  to  the  fact 
that  the  experiments  for  the  prevention  of  bitter  rot  of  apples  were 
successful,  and,  as  this  disease  caused  great  loss  in  the  Southwest, 
the  work  done  was  recognized  at  once. 

While  in  charge  of  the  experiment  station  at  Mountain  Grove, 
Mr.  Stinson  conceived  and  inaugurated  a  new  plan  of  reaching  the 
farmers  with  information  from  experiment  stations.  A  railway  car 
was   secured  and  fitted  up  with   all   kinds  of  spraying  pumps   and 


528  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

spraying  materials,  also  microscopes  and  insect  collections.  This  car 
was  taken  to  the  different  towns  in  south  Missouri  along  the  lines 
of  the  St.  Louis  and  San  Francisco  Railroad  and  public  demonstrations 
were  given.  This  at  once  became  a  popular  plan  of  reaching  fruit 
growers  and  farmers  and  was  taken  up  by  other  institutions  over 
the  country,  the  result  being  the  seed-corn  specials  in  Iowa  and 
elsewhere,  poultry  trains  and  other  novel  and  interesting  methods 
of  reaching  a,  large  number  of  people  by  the  use  of  special  instruction 
trains.  Mr.  Stinson  was  elected  superintendent  of  pomology  in  the 
department  of  horticulture  at  the  World's  Fair,  St.  Louis,  and 
resigned  ,the  position  at  the  Missouri  state  fruit  experiment  station 
February  1,  1903.  The  idea  was  advanced  by  him,  in  arguing  the 
great  value  of  apples  as  a  general  diet,  that  the  liberal  use  of  apples 
would  prove  a  cure  for  the  drink  habit.  This  idea  was  taken  up 
at  once  by  the  associated  press  of  the  country  and  discussed  generally 
in  the  leading  newspapers  of  the  United  States  and  by  physicians, 
not  only  in  this  country,  but  in  Europe.  While  some  of  the  news- 
papers ridiculed  Mr.  Stinson's  statements,  others  took  the  matter 
up  in  a  serious  and  thoughtful  manner  and  the  records  from 
physicians,  almost  unanimously,  showed  that  in  general  practice  a 
man  who  is  a  fruit  eater,  and  especially  an  apple  eater,  does  not  use 
intoxicants  to  excess.  Mr.'  Stinson  was  agricultural  agent  of  the 
Missouri  Pacific  Railway  during  1906  and  1907  and  did  considerable 
work  in  Arkansas  during  this  time.  He  was  elected  secretary  of  the 
Missouri  State  Fair,  January  1,  1908.  Mr.  Stinson  is  a  member  of  the 
Kappa  Alpha  fraternity  of  Fayetteville,  Arkansas.  He  married  Miss 
Robbie  Trott  of  Fayetteville,  Arkansas,  August  15,  1894.  They  have 
four  children. 


William  P.  Stone  was  born  in  Arkansas,  December  30,  1860.  He 
became  a  cadet  in  the  military  academy  July  1',  1878,  and  continued 
therein  until  July  25,  1879.  He  again  entered  in  July,  1880,  and  in 
1883  was  made  second  lieutenant  of  the  second  artillery.  He  entered 
the  artillery  school  from  which  he  was  graduated  in  1886.  He  was 
promoted  to  the  first  lieutenancy  of  the  fifth  artillery  February  20, 
1891.     He  was  transferred  to  the  fourth   artillery   in  May,   and   in 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


529 


March,  1898,  was  transferred  to  the  seventh  artillery.  He  was  detailed 
professor  of  military  science  and  tactics  in  the  University  of  Arkansas 
February  28,  1898.  He  was  promoted  to  a  captaincy  in  April,  1899, 
and  in  September,  1906,  he  was  made  major  of  the  artillery  corps. 


David  Yancey  Thomas,  son  of  James  Fuller  and  Eliza  (Ratliff) 
Thomas,  was  born  in  Fulton  County,  Kentucky,  January  19,  1872. 
His  ancestors  were  of  Scotch-Irish,  English  and  German  descent  and 
fought  in  the  Revolution  and  subsequent  wars.  His  maternal  grand- 
mother, who  died  in  1896,  was  one  of  the  few  pensioners  of  the  war 
of  1812  at  the  time  of  her  death.  He  began  his  education  in  the  public 
schools  of  Kentucky.  After  two  years  spent  in  preparatory  work  in  an 
institution  called  Marvin  College  at  Clinton,  Kentucky,  he  entered 
Emory  College  (Georgia)  and  was  graduated  with  the  B.  A.  degree 
in  1894.  He  took  several 
prizes  while  a  student,  was 
editor  of  the  college  maga- 
zine and  stood  second  in  a 
class  of  thirty-five.  On  com- 
mencement day  he  delivered 
the  salutatory  in  Greek.  An 
essay  with  which  he  won  a 
prize  was  afterwards  pub- 
lished in  the  "Methodist 
Review"  (Nashville)  under 
the  title,  "The  Origin  of  the 
English  Drama." 

After  graduation  he 
taught  two  years  in  the  pub- 
lic schools  of  Alabama  (Pe- 
rote)  and  Georgia  (Cole- 
man). He  was  then  awarded  , 
a  scholastic  fellowship  in 
Vanderbilt    University, 

which      he      held      two     years.  David  Yancey  Thomas. 


530  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

In  1898  he  received  the  M.  A.  from  Vanderbilt.  On  leaving  there 
he  accepted  the  chair  of  Latin  and  Greek  in  Hendrix  College,  which 
he  held  three  years.  While  at  Hendrix  he  finally  decided  to  specialize 
in  history  and  political  science  and  spent  the  summers  at  the  University 
of  Chicago  studying  these  subjects.  In  1901  he  was  awarded  a 
university  fellowship  in  history  at  Columbia  University.  After  spend- 
ing a  year  there  he  passed  all  examinations  for  the  Ph.  D.,  but, 
his  thesis  not  being  quite  ready  for  publication,  the  degree  was  not 
formally  awarded  until  the  following  year  (1903).  In  September, 
1902,  he  returned  to  Hendrix  College  to  accept  the  chair  of  history  and 
political  science,  which  he  held  three  years.  He  then  accepted  a  similar 
position  in  the  University  of  Florida  and  remained  there  two  years. 
This  position  he  gave  up  to  become  associate  professor  of  history 
and  political  science  in  the  University  of  Arkansas. 

He  is  the  author  of  "A  History  of  Military  Government  in  Newl}^ 
Acquired  Territory  of  the  United  States"  (New  York,  1904),  and  of 
numerous  magazine  articles  on  literary,  educational,  historical,  and 
political  subjects.  Among  the  more  important  of  these  are  the 
following:  "The  South  and  Her  History,"  Review  of  Reviews,  Octo- 
ber, 1902;  "The  Development  of  the  Executive  Prerogative,"  South 
Atlantic  Quarterly,  July  and  October,  1905;  "Life,  Liberty  and  the 
Pursuit  of  Happiness  in  Modern  Society,"  Ibid,  October,  1907;  "The 
Impending  Crisis  Fifty  Years  After,"  Uncle  Remus  Magazine, 
;November,  1907;  "Florida  Finance  in  the  Civil  War,"  Yale  Review, 
November,  1907;  "A  Forgotten  Work  of  Victor  Hugo,"  Methodist 
;Review,  January,  1908;  "The  Law  of  Impeachment  in  the  United 
States,"  American  Political  Science  Review,  May,  1908 ;  "A  Year  of 
Bench  Labor  Law,"  Political  Science  Quarterly,  March,  1909;  "The 
Need  of  Agricultural  Education  in  the  South,"  Annals  of  the  Acad- 
emy of  Social  and  Political  Science,  January,  1910.  While  in  Florida 
he  prepared  reports  on  the  Florida  archives  for  the  Annual  Report  of 
the  American  Historical  Association ;  also,  he  was  employed  by  the 
Carnegie  Institution  to  write  a  history  of  banking  in  Florida  and  a 
history  of  the  free  negro  in  Florida  before  1865.  He  contributed  to 
"The  South  in  the  Building  of  the  Nation."  He  is  a  member  of  the 
American  Historical  Association  and  of  the  Arkansas  Historical  Asso- 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


531 


ciation.  June  21,  1905,  he  married  Miss  Elizabeth  Janney,  of  Conway, 
Arkansas.  Of  this  union  two  children  have  been  born,  Mary  Eliza- 
beth and  Albert  Janney. 


Burr  Walter  Torreyson,  son  of  James  William  and  Sarah  (Stone) 
Torreyson,  was  born  at  Hillsborough,  Loudoun  County,  Virginia, 
December  10,  1855.  He  was  educated  at  Hillsborough  Academy,  the 
National  normal  school  at  Lebanon,  Ohio,  and  at  the  Michigan  state 
normal  college.  Since  his  graduation  he  has  held  the  following 
positions :  Teacher  in  the  common  schools  of  Virginia,  three  years ; 
teacher  in  the  common  schools  of  Audrain  County,  Missouri,  three 
years ;  principal  of  the  high  school  at  Mexico,  Missouri,  and  county 
commissioner  of  schools  of  Audrain  County,  seven  years ;  principal 
Fort  Smith  high  school,  nine  years;  superintendent  of  Fort  Smith 
schools,  three  years ;  super- 
intendent of  Little  Rock 
schools,  four  years ;  profes- 
sor of  secondary  education 
in  University  of  Arkansas 
since  1909.  Professor  Tor- 
reyson has  been  an  untiring 
worker  in  the  interest  of 
public  education.  He  has 
been  actively  connected  for 
many  years  with  the  Arkan- 
sas State  Teachers'  Associa- 
tion, having  served  in  vari- 
ous official  capacities,  in- 
cluding the  presidency.  He 
was  married  to  Miss  Alice 
Bulgin,  June  30,  1899.  One 
daughter  was  born  to  them. 


Henry  Doughty  Tovey, 
son  of  Dr.  P.  E.  and  Kate 
Lola    Tovey,    was    born    at 


Henry  Doughty  Tovey. 


532  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

New  Boston,  Illinois,  January  26,  1884.  When  he  was  five  years 
old  his  parents  moved  to  Galesburg,  Illinois,  where  his  father  has 
practiced  medicine  ever  since.  After  graduating  from  the  high 
school  at  Galesburg  he  entered  Knox  Conservatory  of  Music,  from 
which  he  graduated  in  1904.  He  then  studied  in  Chicago  with 
Miss  Mary  Wood  Chase,  1904-05.  He  traveled  with  the  Columbia 
Concert  Company  during  the  seasons  of  1902-05.  He  taught  privately 
in  Galesburg  and  Canton,  Illinois,  1900-05.  In  1905  he  went  to 
Ouachita  College  at  Arkadelphia,  Arkansas,  where  he  taught  three 
years,  making  frequent  short  concert  trips  throughout  the  State. 
In  1908  he  was  elected  director  of  music  in  the  University  of  Arkansas. 
He  was  appointed  honorary  vice-president  of  the  State  Musical  Asso- 
ciation in  1908;  and  in  June,  1909,  he  was  elected  a  colleague  of  the 
American  Guild  of  Organists.  He  is  a  member  of  the  Episcopal 
Church,  and  of  the  Order  of  Elks. 


George  William  Vincenheller  was  born  in  JefTersontown,  Kentucky, 
April  30,  1850.  He  moved  to  Arkansas  in  October,  1887.  Soon  after 
coming  here  he  became  interested  in  fruit-growing  and  his  interest  has 
continued  to  the  present.  He  has  also  taken  an  active  part  in  politics. 
For  six  years  he  was  commissioner  of  mines,  manufactures  and 
agriculture.  He  was  pomologist  at  the  Arkansas  experiment  station 
two  years  and  was  also  director  of  the  station  for  five  years.  During 
his  administration  as  director  the  experiment  station  was  brought 
prominently  before  the  people  of  the  State,  its  staff  enlarged,  and 
two  new  buildings  (agriculture  and  dairy)  were  added  at  Fayetteville 
and  some  small  buildings  at  branch  stations.  It  was  also  during  Col. 
Vincenheller's  term  of  office  that  the  prairie  section  of  Arkansas  was 
proven  by  experiments  at  a  sub-station  to  be  adapted  to  rice-growing. 
Since  his  retirement  from  office  in  1908  he  has  been  occupied  in  looking 
after  his  fruit  farms  and  in  selling  orchard  supplies.  He  is  married 
and  has  children.  

Ernest  Walker,  son  of  Reverend  Francis  and  Elizabeth  (Graham) 
Walker,  was  born  at  Browntown,  Jackson  County,  Indiana,  November 
19,  1862.  The  Fryes,  Swans  and  Walkers  of  early  American  days 
were  his  ancestors.     His  earlv  education  was  obtained  in  the  public 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


533 


schools  of  Indiana.  He  then 
entered  De  Paiuv  University 
and  remained  there  three 
years.  After  leaving  De  Pauw 
he  took  a  course  in  botany 
at  Harvard  University  in 
1893.  He  then  entered  Cor- 
nell University  in  1894  and 
received  the  degree  of  B.  S. 
A.  the  same  year.  While  a 
student  at  De  Pauw  Univer- 
sity he  was  assistant  instruc- 
tor in  botany  and  horticul- 
ture. He  began  work  in  a 
nursery  and  greenhouse  when 
he  was  thirteen  years  old 
and  was  afterward  associated 
with  his  father  and  brother  a 
num])er  of  years  in  this  busi- 
ness. During  this  period  he 
was  a  diligent  and  close  stu- 
dent  of  botany   and   biological  Ernest  W  alker. 

sciences  and  became  an  expert  in  everything  appertaining  to  the 
greenhouse  and  nursery  business.  He  was  instructor  in  horticulture 
in  Cornell  University,  1896-97. 

In  the  fall  of  1897  he  was  elected  entomologist  and  assistant 
professor  of  horticulture  in  Clemson  College,  South  Carolina.  During 
his  service  at  Clemson  College  he  had  charge  of  the  experiment 
station  of  South  Carolina.  \Miile  there  he  performed  a  valuable 
service  for  rice  planters  by  discovering  a  remedy  for  rice  smut, 
which  resulted  in  practically  exterminating  that  disease  in  South 
Carolina.  In  1899-1900  he  was  professor  of  entomology  in  the  college 
of  agriculture  and  entomologist  at  the  South  CaroHna  experiment 
station.  In  1900  he  was  elected  to  the  chair  of  horticulture  in  the 
University  of  Arkansas,  which  position  he  now  holds.  From  1900  to 
1905  he  was  entomologist  at  the  Arkansas  experiment  station.  In 
1904  he  was  a  member  of  the  national  jury  of  awards  in  pomology 


534  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

at  the  World's  Fair  in  St.  Louis.  He  arranged  the  landscape  work 
around  the  Arkansas  state  building.  During  his  services  for  the 
University  of  Arkansas  he  has  done  much  for  the  development  of 
horticulture  in  the  State.  He  is  a  member  of  the  Society  for  Horti- 
cultural Science  of  the  Indiana  Academy.  He  w^as  secretary  of  the 
Indiana  Horticultural  Society;  secretary  of  the  Arkansas  State  Horti- 
cultural Society ;  vice-president  of  the  American  Breeders'  Association, 
1896 ;  wsis  chairman  for  the  Arkansas  General  Fruit  Committee  of  the 
American  Pomological  Society,  1905 ;  and  was  president  of  the  Ameri- 
can Pomological  Society  in  1899-1905. 

He  is  the  author  of  a  number  of  experiment  station  bulletins ; 
and  with  L.  H.  Bailey  and  others  is  joint  author  of  "Garden 
Making."  He  contributed  to  the  "Encyclopedia  of  American  Horti- 
culture," edited  by  L.  H.  Bailey,  and  also  assisted  in  the  preparation 
of  the  "Encyclopedia  of  American  Agriculture."  He  has  also  made 
a  number  of  addresses  on  subjects  relating  to  horticulture  and  natural 
science,  some  of  which  have  been  published :  "The  Autosporadic  Seeds 
of  Oxalis  Stricta,"  Philadelphia  Academy  Science,  1893  ;  "Some  Factors 
in  the  Distribution  of  Gleditsia  Triacanthos  and  Other  Forest  Trees," 
Indiana  Academy  Science,  1894;  "How  Plants  Use  Spines  and 
Prickles,"  Indiana  Horticultural  Society,  1894;  "Flowers  in  the  Home," 
Indiana  Horticultural  Society,  1894;  "Insect  Friends,"  Arkansas 
Horticultural  Society,  1903;  "Why  Apple  Trees  Fail,"  Ibid.,  1902; 
"The  Outlook  for  Apple  Growing  in  the  Ozarks,"  Ibid.,  1909; 
"Science  Applied  to  Orcharding,"  Ibid.,  1908;  "Story  of  the  Rejuvena- 
tion of  an  Old  Apple  Orchard,"  Fruit  Grower,  St.  Joseph,  Mo., 
February,  1908;  "Report  on  Arkansas  Pomology"  as  state  chairman 
General  Fruit  Committee,  American  Pomological  Society,  1909; 
"Charles  Darwin,"  address  delivered  at  University  of  Arkansas,  Feb- 
ruary 9,  1909,  at  exercises  in  honor  of  Lincoln,  Darwin  and  other 
great  men  born  in  1809. 

He  was  married  to  Miss  Mary  Stanley  June  20,  1899.  Of  this 
union  three  children  have  been  born :  Marion  Newman,  Elbert  Lewis 
and  Ernestine  Ayres. 

Olin  D.  Wannamaker,  son  of  Francis  Marion  and  Eleanor 
Margaret  Wannamaker,  was  born  at  St.  Matthews,  South  Carolina, 
July  16,  1875.    After  receiving  the  ordinary  common-school  education 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


535 


at  his  home  town,  he  en- 
tered Wofford  College,  Spar- 
tanburg, South  Carolina,  in 
1892,  and  graduated  in  1896 
with  the  degree  of  A.  B.  He 
became  principal  of  the  St. 
Matthews  graded  school,  St. 
Matthews,  South  Carolina, 
and  held  this  position  for 
two  years,  1896  to  1898.  A 
scholarship  was  awarded 
him  for  post-graduate  study 
at  Vanderbilt  University,  for 
1898-99,  and  renewed  for 
1899-1900.  He  specialized 
in  English,  but  took  two 
years  of  graduate  Greek 
under  Professor  H.  C.  Tol- 
man  and  one  year  of  ad- 
vanced undergraduate  and 
one  year  of  graduate  Latin 
under  Professor  William  H.  oi'"  d-  Wannamaker. 

Kirk.  His  English  courses  were  under  the  late  Professor  Baskerville 
for  the  first  year  and.  under  Professor  William  Jones  for  the  second. 
In  June,  1900,  he  received  the  degree  of  M.  A.  He  composed,  upon 
request,  an  ode  for  the  celebration  of  the  quarter  centennial  of  Vander- 
bilt University. 

During  the  year  1900-01  he  occupied  the  chair  of  English  at 
Wofford  College  in  the  absence  on  leave  of  the  professor  of  English. 
The  year  1901-02  he  spent  in  graduate  study  at  Harvard,  pursuing 
courses  in  English  and  Greek.  He  studied  under  Professors  Kittredge, 
Gardiner,  Gulick,  Neilson,  and  Robinson,  and  in  June,  1902,  received 
the  degree  of  M.  A.  Immediately  after  taking  the  M.  A.  degree  at 
Harvard  Mr.  Wannamaker  accepted  the  position  of  professor  of 
English  in  the  Canton  Christian  College,  of  Canton,  China.  This  is 
an  undenominational  American  institution  for  the  education  of 
Chinese  young  men.    He  occupied  the  position  till  April,  1908,  when 


536  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

he  returned  to  America.  During  1905-06  and  a  part  of  1907-08  he 
was  acting  president  of  the  college.  In  1904  he  made  a  visit  to 
Manila  to  study  the  American  school  system  of  the  city,  and  in  1905 
he  visited  a  number  of  American  institutions  in  central  China,  and 
read  a  paper  at  the  triennial  conference  of  the  Educational  Associa- 
tion of  China,  meeting  in  Shanghai,  May,  1905,  on  the  ''Teaching  of 
Elementary  English  to  Chinese  Students."  During  1908-09  Mr. 
^^'annamaker  was  associate  professor  of  English  at  the  Woman's 
College  of  Baltimore.  He  pursued  a  seminary  course  in  middle 
English  under  Professor  J.  W.  Bright  at  the  Johns  Hopkins  Univer- 
sity.' He  resigned  the  position  at  the  Woman's  College  to  accept  the 
position  of  acting  professor  of  English  at  the  University  of  Arkansas 
for  the  two  years  1909-11.  Mr.  Wannamaker  read  the  poem  at  the 
annual  meeting  of  the  alumni  of  Vanderbilt  University  in  June,  1910. 
On  February  7,  1907,  he  married  Miss  Katharine  Hume,  daughter 
of  Reverend  and  Mrs.  Edward  S.  Hume,  who  for  many  years  were 
engaged  in  educational  work  in  India. 


Jay  Manuel  Whitham,  son  of  John  and  Caroline  (Rowe)  Whitham, 
was  born  in  Warren,  Illinois,  August  24,  1858.  He  graduated  in 
marine  engineering  and  naval  architecture  from  the  United  States 
Naval  Academy  in  1881.  After  his  graduation  he  was  attached  to 
naval  vessels  in  1881-83.  In  1883  he  completed  the  six  years'  course 
at  the  United  States  Naval  Academy.  He  resigned  his  commission 
in  the  navy  in  February,  1886,  having  been  sent  to  the  University  of 
Arkansas  as  commandant  in  1885.  He  held  this  position  until  1887. 
He  received  the  M.  A.  from  St.  John's  College  in  1885  and  the  C.  E. 
and  M.  E.  degrees  from  the  University  of  Arkansas  in  1891.  He 
established  the  courses  in  civil  and  mechanical  engineering  at  the 
university  and  held  the  combined  chair  from  1885  to  1891.  The  first 
two  classes  in  engineering  graduated  during  his  administration.  Since 
leaving  the  University  of  Arkansas  in  1891  he  has  been  engaged  in 
the  practice  of  steam  and  hydraulic  engineering  with  headquarters 
in  Philadelphia.  He  is  author  of  "Steam  Engine  Design"  (1889)  and 
"Constructive  Steam  Engineering"  (1891).  In  addition  to  these  he 
has  contributed  many  engineering  papers  to  technical  journals.     He 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


537 


is  a  member  of  the  American  Society  of  Mechanical  Engineers ; 
American  Society  of  Naval  Engineers ;  American  Society  of  Marine 
Engineers  and  Naval  Archi- 
tects ;  and  the  New  England 
Water  Works  Association.  He 
was  married  to  Miss  Rebekah 
Emmet.  July  25,  1883.  Two 
sons  and  two  daughters  were 
born    to    them:      Dr.    Jay 

Deshiell  and  Dr.  Lloyd  Bank-    ^^^^^Hl  C  i 

son  Whitham,  Eleanor  Ho- 
massel  and  Margaret  Vaulx 
WHiitham. 


Richard  Henry  Willis.  Jr. 


Richard  Henry  Willis,  Jr., 
was  born  in  Orange  County, 
Virginia,  August  12,  1849.  He 
was  the  son  of  Richard  Henry 
and  Mary  Nalle  Willis,  and 
came  of  excellent  family  on 
both  his  father's  and  mother's 
side.  On  his  mother's  side 
he  was  a  great-nephew  of 
Governor  James  Barbour  and  of  Judge  Philip  Pendleton  Barbour  of 
the  United  States  Supreme  Court. 

At  an  early  age  he  showed  an  unusual  aptitude  for  learning  and 
made  good  progress  in  his  studies  while  yet  a  small  lad  under 
instruction  in  his  father's  home.  At  the  age  of  twelve  or  thirteen, 
near  the  beginning  of  the  Civil  War  he  became  an  inmate  of  the  home 
of  his  uncle  by  marriage.  Colonel  Garrett  Scott  of  Orange  County, 
"and  there  passed  his  studies  in  a  home  school  kept  by  Miss  Nelly  B. 
Scott  and  later  by  Mr.  Philip  H.  Scott,  a  graduate  of  the  University  of 
Virginia.  Here  he  laid  the  foundation  for  that  solid  and  accurate 
scholarship  to  which  he  later  attained.  For  one  session  (1886)  he 
attended  the  Locust  Dale  Academy  in  Madison  County,  at  that  time 
kept  by  Andrew  J.  Goodwin.     He  was  unable,  under  the  pressure  of 


538  HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 

narrow  fortune,  to  attend  the  university  until  after  he  had  saved 
enough  money,  while  teaching  school  in  Missouri.  At  the  University 
of  Virginia  he  distinguished  himself,  winning  the  confidence  and 
esteem  of  the  students  and  professors,  particularly  of  Dr.  Basil  L. 
Gildersleeve  of  the  chair  of  Greek,  with  whom  he  kept  up  correspond- 
ence until  his  death.  After'  leaving  the  university  he  taught  at 
various  dates  in  Eatonton,  Georgia,  The  Dalles,  Oregon,  Anniston, 
Alabama,  and  was  co-principal  of  the  Norwood  high  school  in  Nelson 
County,  Virginia.  In  all  these  positions  he  exhibited  the  gifts  of  the 
born  teacher  and  left  his  impress  on  many  of  the  rising  generation 
who  have  since  attained  to  distinction  in  the  various  callings  of  life. 

In  1885  he  was  called  to  the  chair  of  ancient  languages  in  the 
University  of  Arkansas,  which  he  filled  with  success  for  several  years 
and  then  after  an  interval  of  a  year  or  so  was  recalled  to  the  same 
university  to  fill  the  chair  of  English  and  modern  languages.  He  held 
this  position  until  1898.  Thrice  he  went  abroad  to  widen  his  views 
and  deepen  his  knowledge,  first  in  1873,  then  in  1885,  and  again  in 
1898.  Various  universities  conferred  on  him  degrees.  B.  A.,  M.  A., 
and  Ph.  D.  were  given  him  by  the  University  of  Virginia,  Illinois 
Wesleyan,  Willamette  University  and  Princeton  University.  Dr. 
Willis  was  one  of  the  leaders  in  organizing  the  university  extension 
course  at  the  University  of  Arkansas.  He  also,  with  the  assistance  of 
his  cousin,  Mr.  Charles  Willis,  wrote  a  "History  of  the  Willis  Family." 

In  1887  he  was  married  to  Miss  Elizabeth  May  Hall,  a  degree 
graduate  of  Syracuse  University,  Syracuse,  New  York,  who  had  been 
director  of  the  arts  and  crafts  department  in  the  Arkansas  Industrial 
University  for  the  two  years  previous  to  their  marriage.  Two  children 
were  born  to  them,  Richard  Lee  in  1893  and  Katharine  Murat  in 
1896,  both  being  born  in  Fayetteville.  In  1898  he  was  asked  to  take 
the  presidency  of  a  newly  organized  church  school,  the  Chatham 
Episcopal  Institute  at  Chatham,  Virginia.  The  institute  was  growing 
rapidly  under  his  superior  management,  when  he  was  suddenly 
stricken  with  pneumonia,  and  after  a  brief  illness  passed  to  the  higher 
life  January  1,  1900. 

He  was  thoroughly  devoted  to  his  profession  and  was  a  conscien- 
tious teacher.     Always  the  refined  gentleman,  his  life  and  character 


SKETCHES  OF  TRUSTEES  AND  FACULTY. 


539 


will  ever  be  remembered  as  one  of  true  worth  and  value,  and  his  patient 
and  enduring-  kindness  to  all  mankind  a  most  valuable  lesson  to  manv. 


Birton  Neill  Wilson,  son 
of  Irvin  and  Lucy  (Alooney) 
Wilson,  was  born  November 
16,  1874,  in  Philadelphia, 
New  York.  His  early  edu- 
cation was  received  in  the" 
public  schools  of  New  York 
City  andof  Atlanta, 
Georgia.  He  was  a  student 
at  West  End  Academy  at 
Atlanta,  after  which  he  en- 
tered the  Georgia  School  of 
Technolog-y.  He  graduated 
in  1896  with  the  degrees  of 
B.  Sc,  M.  E.  In  the  fall  of 
1896  he  entered  the  Univer- 
sity of  Arkansas  as  instruc- 
tor in  the  mechanical  engi- 
n  e  e  r  i  n  g  department  and 
served  successively  as  in- 
structor and  adjunct  pro- 
fessor for  a  number  of  years. 
In  June,  1903,  he  was  made  full  professor  of  mechanical  engineering, 
which  position  he  now  holds.  During  a  number  of  years  he  was 
superintendent  of  the  grounds  and  buildings  of  the  university.  He 
attended  the  summer  sessions  of  the  University  of  Michigan  and  in 
June,  1908,  received  the  M.  E.  degree  from  this  institution.  He  has 
had  practical  experience  as  pattern  maker  and  as  sales  agent  for 
different  companies.  He  is  a  member  of  the  American  Society  of 
Mechanical  Engineers  and  also  the  Society  for  the  Promotion  of 
Engineering  Education.  On  December  28,  1898,  he  was  married  to 
Miss  Hallie  Barlow  of  Franklin,  Kentucky.  Two  daughters,  Frances 
Lucille,  and  Katherine  Neill,  were  born  of  this  union. 


Birton  Neill  Wilson. 


540 


APPENDIX. 


TABLE  I. 

Showing-  the  number  of  male  and  female  students  of  colleg^iate  grade 
in  the  university  each  year  since  1872.  Short  course  and  conservatory 
students  not  included. 


Year. 

Males. 

Females. 

Total. 

1872 

4 

6 

10 

1873 

19 

12 

31 

1874 

60 

20 

80 

1875 

87 

50 

137 

1876 

86 

32 

118 

1877 

74 

27 

lOI 

1878 

68 

28 

96 

1879 

87 

32 

119 

1880 

122 

30 

152 

1881 

lOI 

19 

V  120 

1882 

72 

15 

87 

1883 

54 

23 

^77 

1884 

66 

17 

83 

1885 

52 

15 

67 

1886 

47 

21 

68 

1887 

62 

15 

77 

1888 

65 

20 

85 

1889 

67 

20 

87 

1890 

87 

26 

"3 

1891 

89 

26 

IT5 

1892 

121 

47 

168 

1893 

127 

57 

184 

1894 

150 

67 

217 

1895 

146 

70 

216 

1896 

.  186 

73 

259 

1897 

.  . . 

1898 

147 

53 

210 

T899 

108 

46 

254 

1900 

188 

35 

223 

1901 

193 

.  62 

255 

1902 

191 

43 

234 

1903 

153 

47 

200 

1904 

327 

43 

370 

1905 

329 

52 

381 

1906 

40s 

92 

497 

1907 

409 

121 

530 

1908 

455 

137 

592 

1909 

357 

126 

483 

APPENDIX. 


541 


TABLE  11. 

Showing  the  number  of  students  who  entered  the  Freshman  class 
from  the  preparatory  department  each  year  since  1873. 


No.  Freshmen  entering  each 

Not  from  preparatory 

Total. 

Year. 

year  from  preparatory  department. 

department. 

1873 

9 

7 

16 

1874 

10 

25 

35 

1875 

40 

30 

70 

1876 

38 

17 

55 

1877 

26 

29 

55 

1878 

24 

22 

46 

1879 

25 

42 

67 

1880 

24 

65 

89 

1881 

22 

26 

48 

1882 

26 

8 

34 

1883 

30 

12 

42 

1884 

28 

20 

48 

1885 

19 

14 

33 

1886 

18 

15 

33 

1887 

31 

12 

43 

1888 

17 

20 

37 

1889 

36 

13 

49 

1890 

39 

19 

58 

1891 

37 

23 

60 

1892 

61 

Z7 

98 

1893 

63 

33 

96 

1894 

51 

34 

85 

1895 

1896 

55 

68 

123 

1897 

49 

38 

87 

1898 

41 

62 

103 

1899 

39 

51 

90 

1900 

44 

54 

98 

1 901 

45 

44 

89 

1902 

49 

36 

85 

1903 

45 

45 

90 

1904 

63 

76 

139 

190S 

57 

74 

131 

1906 

67 

102 

169 

1907 

94 

132 

226 

1908 

92 

161 

253 

1909 

63 

181 

244 

542 


APPENDIX. 


TABLE  III. 

Showing  the  number  in  each  senior  class  since  1876  and  the  number 
who  came  up  from  the  preparatory  department. 


Year. 

Total  No.  in  senior  class. 

No.  in  senior  class  that  came  up 
from  preparatory  department. 

1876 

9 

2 

1877 

9 

I 

1878 

5 

I 

1879 

8 

0 

1880 

10 

3 

1881 

7 

3 

1882 

15 

3 

1883 

7 

5 

1884 

10 

6 

1885 

6 

4 

1886 

5 

3 

a  1887 

1888 

13 

I 

1889 

7 

2  g:b 

5 

I  g: 

1890 

7 

2 

1891 

8 

58: 

4 

I  s 

1892 

12 

58: 

7 

I  8: 

1893 

14 

38: 

7 

3  8: 

1894 

16 

II  8: 

2 

88: 

1895 

23 

14  8: 

12 

1896 

15 

5 

1897 

18 

1898 

15 

38: 

5 

1899 

13 

2 

1900 

24 

3 

1901 

28 

5 

1902 

24 

48: 

9 

I  g: 

1903 

28 

2  g: 

9 

1904 

35 

3  8: 

17 

2  g: 

1905 

34 

78: 

18 

1906 

SO 

13  8: 

26 

2  g: 

1907 

58 

68: 

26 

2  8: 

1908 

58 

3  8: 

22 

Total, 

672 

243 

38.37 

% 

a  No  graduating  class. 

b  The  number  before  the  letter  "g"  indicates  the  number  of  graduate  students. 


APPENDIX. 


543 


TABLE  IV. 

Showing  the  number  of  undergraduate  degrees  conferred  each  year 
since  1876. 


Year. 

B.A. 

B.S. 

Miscel. 

B.S. A. 

B.E.E. 

B.M.L  B.(].L 

B.  Cli.  E. 

laies 

?miln 

a  1875 
1876 

bi877 
1878 

1879 
1880 

4 
5 
8 

3 
7 
7 
4 

15 
5 

10 
6 
2 

6 

7 
4 
5 
8 

5 
6 

13 
5 
8 
2 
5 



2  B.L.L. 

3  B.L.L. 

4 
2 

2 

I 



c,  B.L.L. 

3 

1881 

2 

1882 
1883 
1884 
b  1885 
1886 

3 

2  B.L.L. 
2  B.L.L. 



0 
2 

I 

3  B.L.L. 

0 

3 

C1887 
•1888 

7 
2 

4 
4 
7 
4 
9 

I 

3 
2 

I  B.L.L. 

4 
2 
I 
3 
3 
4 
3 

II 

4 
6 
8 
9 
13 
14 

2 

1889 
1890 
1891 
1892 

1893 

1894 

di895 

1896 

1897 
1898 

1899 
1900 
1901 
1902 
1903 
1904 

1905 
1906 
1907 
1908 
1909 

3 

I 

I 
I 
I 
I 

0 

I 

5 

T 

3 

I 
2 

2 

?. 

IS 
8 

14 
10 
16 
18 
10 
13 
19 
14 
19 
26 

36 
43 

6 
3 

2 

2 

3 

2 

I 
I 
I 
I 
4 
4 
5 
3 
6 

9 
12 

14 

7 

IB.JIi.E. 

14 
14 
12 
II 

19 
26 

19 
23 

25 
30 
49 
45 
48 
'  47 

II 

3 

3 

I 
5 
5 
5 
3 
I 
8 
10 
9 
5 
4 

I 
I 

4 
2 

3 

4 
2 
2 

4 
2 

3 

I 

I 
I 

3 
2 

I 

4 

I 
I 

T 

?! 

5 

I  B.  Ph. 
3  B.  Ph. 
5  B.  Ph. 

1  B.  Music. 

2  B.  Music. 

1  B.S.C.  .  . 

2  B.  Music. . 
2  B.  Music. 

2 
5 
4 
6 

3 

I 

1  B.  S.  C. 

4 

5 
7 

IS 
4 

IS 

a  No  degrees  conferred  previous  to  1876. 

b  1877  the  degrees  of  three  listed  with  graduates  not  given;  1885  one  not  given. 

c  No  graduates.  .         ,        •      o 

d  Owing  to  the  change  from  winter  to  summer  vacation  there  was  no  graduatmg  class  in  1895. 


544 


APPENDIX. 


TABLE  V. 

Showing:  by  years  the  number  of  candidates  for  the  several  degrees 
in  the  colleg^e  department.  The  figures  do  not  include  special  and  short- 
course  students.  The  totals  do  not  include  the  students  in  law  and 
medicine. 


Year. 

1872 

12-12, 

73-74 

74-75 

75-76 

76-77 

77-78 

Graduate 

A.   B 

10 

16 

36 

S6 

55 

SI 

06 

B.  S 

B.  Ch.  E 

! 

B    M   E 

B   C.  E  . 

16 

17 

4 

B.  E   E .    . .  . 

Agriculture 

46 

Music 

L.  I 

IK 

20 

q8 

51 

Total 

10          31          81         131        TIO 

97       96 

Year. 

78-79 

79-80 

80-81 

81-82 

82-83 

83-84 

84-85 

Graduate 

0 

c 
■55 

Q 

0 

A.  B 

143 

142 
6 

114 

I 

84 

7Z 

B.  S 

B.  Ch.  E.                              

4J 

B.  M.  E 

c 

B.  C.  E 

5 

5 

5 

4 

4 

BEE 

Q 

Agriculture.  .          

0 

Music  

z 

L.  I 

Pharmacy 

Total. 


148  I  153  I  120 


77 


APPENDIX. 


545 


TABLE  V. — Continued. 


Year 


85-86 


86-87  87-i 


89-90 


90-91 


91-92 


92-93 


93-94 


Graduate..  . 

A.  B 

B.  S 

B.  Ch.  E... 
B.  M.E.... 
B.  C.  E.... 
B.  E.  E.... 
Agriculture. 

Music 

L.  I 


Graduate . . 

A.  B 

B.  S  ...... 

B.  Ch.  E  . . 
B.  M.E... 
B.  C.  E  ... 
B.  E.  E.... 

Ag-riculture 

Music 

L.  I 

Pharmacy .  . 


29 

15 


2 
29 


3 
9 


29 
16 


3 

21 


2 

25 
7 


6 

34 
22 


5 
33 
30 


2 

25 


6 
23 


3 
26 


3 

45 
12 


5 

2 

59 

68 

41 

3« 

8 

9 

22 

19 

7 

3 

38 

21 

16 

15 

14 

120 

31 


•  5 
13 
17 


115 
22 


3 

140 

24 


38 
26 
10 


9 
10 

8 

I 

18 

15 


I 

104 

20 


I 

153 

33 


5 
8 

14 


23 
6 


7 
14 
20 

7 
48 

14 


II 
28 

25 


64 
19 


6 
98 
24 


9 
31 

17 


54 
18 


4 
93 
13 


II 

87 
28 


9 
10 

23 
3 

14 


Total 

T  T^ 

TO/I 

r'?f\ 

TC? 

222 

T*7n 

185 

Law 

36 

72 

Medicine 

76 

113 

138 

74 

Year.                         95-96 

96-97 

97-98 

98-99 

99-00 

00-01 

01-02 

02-03 

2 

80 
17 


7 
37 
10 

I 

77       64 


7 
51 
21 


Total 

274 

200 

223 

235 

334 

247 

240 

250 

Law 

22 
86 

22 
9i 

26 
102 

108" 

14 
123 

21 
240 

35 
220 

39 

Medicine 

236 

546 

APPENDIX. 

TABLE  v.— Concluded. 

Year. 

i 
03-04   04-05   05-06 

06-07 

07-08   08-09 

Graduate  .  . 

A.  B 

B.  S 

B.  Ch.  E  . . 
B.  M.  E... 

B.  C.  E 

B.  E.  E.  .. 
Agriculture 

Music 

L.  I 

B.Mi.  E... 


3 

115 

35 


10 

72 
35 


24 

10 

4 


7 

13 

5 

3 

III 

163 

196 

269 

36 

30 

36 

9 

7 

6 

9 

12 

15 

14 

18 

17 

68 

67 

83 

82 

37 

42 

39 

58 

10 

13 

19 

13 

IQ 

26 

40 

26 

17 

14 

42 

62 

I 

4 

5 

6 

6 
280 

I 
II 
21 
60 
63 
13 
38 
83 

9 


Total i  308     328 


Law  .... 

Medicine. 


25       42 
213   :  212 


392      489  I  547 


46 
171 


46 

240 


55 
175 


585 


65 
171 


APPENDIX. 


547 


INDEX. 


Academies,  early,  igf. 

Accredited  Schools,  189. 

Acts  of  Arkansas : 

Concerning  public  schools,  I3ff;  con- 
cerning seminary  grant,  2;ifi ;  accepting 
land  grant  of  1862,  43ff;  organizing  the 
Universit\-,  48!? ;  concerning  location. 
495f;  reorganization  of  the  faculty,  I3if. 

Adams,  C.  F.,  mentioned  172,  276,  280; 
sketch  of,  437. 

Administrations,  of  Presidents  Gates  and 
Bishop,  93ff;  of  General  Hill,  11  iff;  of 
Colonel  Edgar,  I29ff;  of  President 
Murfee,  139;  of  Dr.  Buchanan,  149; 
of  Dr.  Hartzog,  159;  of  President  Till- 
man, 169. 

Admission  requirements,  307.  ■•■■ 

Affiliation  with  High  Schools,  114. 

Agrarian  movement,  121,  I35ff. 

Agriculture,  College  of,  267,  273,  275,  216; 
courses  in,  99ff. 

Agricultural  Education,  movement  for. 
35 ;  land  grant  act  of  1862,  35ff,  53,  54, 
73,  98,  114,  I35f,  154,  267f. 

Alumni  Association,  115. 

Appropriations,  48,  80,  104,  113,  135,  136, 
145,    154,    161,   175. 

Arkansas,  people  of,  iif;  early  schools 
in,  I2ff;  laws  concerning  education, 
I4ff;  land  grants  in.  2iff;  academies 
and  colleges  in,  I9f;  administration  of 
seminary  grant,  23ff;  accepts  grant  of 
1862,  43ff. 

Arkansas  College,  19,  20. 

Armstead,  C.  P.,  mentioned  172,  255; 
sketch  of,  438. 

Athletics,  117,  343. 

Attendance.  107.  121  f,  127,  135.   148. 

Avera,  W.  P.,   140. 


Banaws,  A.  C,  151,  227. 

Barber,  D.  E.,  140,  176. 

Batesville,  sSflF. 

Baxter,    Elisha,    mentioned     103,     107; 

sketch  of,  351. 
Bearden,   J.    T.,    mentioned    119;    sketch 

of,  370. 
Beneficiaries,  y^,  103,  116,  155. 
Bennet,  John   E.,   mentioned   57,   61,   62, 

70,  299;  sketch  of,  369. 
Bennet,  R.  L.,  mentioned  175,  277;  sketch 

of,  439- 
Bently,  W.  B.,  mentioned  238,  252 ;  sketch 

of,  440. 
Berry,  J.  H.,  mentioned  85  ;  sketch  of,  352. 
Bezdek,  Hugo ;  sketch  of,  440. 
Biology,  department  of,  241  ;  laboratory, 

322. 
Bishop,  A.  W.,  mentioned  57,  59,  78,  79, 

81,  94,  96,  108,  245-246;  sketch  of,  423. 
Black,  B.  C,  sketch  of,  371. 
Board  of  Trustees,  47,  57ff,  119,  107,  77, 

79ff,  84ff.  107,  196,  i02f,  118,  119,  124, 

130,  140. 
Bonds,     Fayetteville     and     Washington 

County,  6off;  purchase  of,  81  f;  litiga- 
tion over,  84ff ;   redeemed,  88ff. 
Borden,    B.    J.,    mentioned    245 ;    sketch 

of,  441. 
Bordon,   E.  J.,  mentioned  96. 
Botefiihr,  W.  D.  C,  57ff,  94;  sketch  of, 

442. 
Branch   Normal,  51,  299. 
Breckinridge,  G.  T.,  sketch  of,  373. 
Brough,  C.  H.,  mentioned  150,  163,  234, 

333 ;  sketch  of,  443. 
Brown,  J.  W.,  sketch  of,  372. 
Bruce.  W.  M.,  mentioned  173.  281 ;  sketch 

of,  444. 


550 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Buchanan,     President,    veto    of    Morrill 

Act,  36. 
Buchanan,  J.  L.,  mentioned  149,  234,  245, 

274;  sketch  of,  431. 
Buchanan  Hall,  146. 
Buildings,   71,    102,    161.    179. 
Bunn,  H.  G.,  sketch  of,  374. 
Bunnell,  H.  L.,  mentioned  94,  255. 

Cane  Hill  College  19.  20,  64.  66,  84,  195. 

Carbell,  D.  C,  sketch  of,  445. 

Carmichael,  J.  H.,  sketch  of,  445. 

Carnall,  Ella,  mentioned  215. 

Carnall  Hall,   161. 

Carr,  J.  W.,  mentioned  159,  215,  333; 
sketch  of,  448. 

Carroll,  C.  G.,  mentioned  172,  255;  sketch 
of,  446. 

Carter,  R.  D.,  mentioned  172,  255;  sketch 
of,  449. 

Chandler,  Elias,  mentioned  151,  255; 
sketch  of,  450. 

Chemistry,  department  of,  237;  labora- 
tory, 318. 

Christian  Associations,  342. 

Churchill,  T.  J.,  mentioned  301 ;   sketch 

of,  353. 
Clarke,  James  P.,  sketch  of,  3=;^. 
Clayton,  Powell,  mentioned  78. 
Clayton,  John   M.  mentioned  57,  58,  62, 

70,  82,  88,  299;  sketch  of,  376. 
Clubs,  329. 

Cabell,  D.  R.  C,  mentioned  300,  301. 
Coffin,  Charles,  119;  sketch  of,  377. 
Cohn,   M.  A.,  mentioned   57,  58,  62,  70. 

72;  sketch  of,  379. 
Cole,  G.  A.,  mentioned  160,  276,  277,  281, 

283;  sketch  of,  451. 
Colleges,    I9f. 
CoUingwood,  C.  B.,  238. 
Color   line,  96. 
Committees,   on   grounds   and   buildings, 

7off ;  executive,  7oflf. 
Conway,   Gov.   J.    S.,   mentioned    14,    16, 

24,  25. 


Conrad,  C.   P.,  mentioned   112,   115,   123, 

199,    237,    239,    241,    251,    318;    sketch 

of,  452. 
Cook,   G.   B.,   sketch  of,  354. 
Cook,  V.  Y.,  sketch  of,  380. 
Corben,  J.  C,  mentioned  300,  301  ;  sketch 

of,  356. 
Course  of  Study,  4off,  54,  97ff,  Ii4f. 
Crawford,  W.  A.,   196. 
Crump,   Geo.   J.,   mentioned    119;   sketch 

of,  382. 
Curtis,    E.    S.,    mentioned   95,    116,    255; 

sketch  of,  454. 

Davies,  Hadgie,  mentioned  215;  sketch 
of,  454- 

Davis,  Jefferson,  sketch  of,  357. 

Davis,  Marcellus  L.,  sketch  of.  383. 

Debates,    Intercollegiate,   328f. 

Degrees,  97,  102,  I33ff,  Ii4f,  134,  I47f,  257, 
271 ;  for  graduate  work,  134. 

Demmler,   K.,  96,    iii,    113,  221,   252. 

Demosthenean   Society,  327. 

Departments  of  Instruction,  mentioned 
99,  112,  124,  129,  144,  153,  177;  agri- 
cultural chemistry,  99;  agricultural 
education,  277;  agronomy,  281  ;  ancient 
languages,  211 ;  animal  hu.sbandry,  280; 
biology,  241  (Lab.  322)  ;  chemistry, 
237  (Lab.  318)  ;  civil  engineering,  264 
(Lab.  320);  dairying,  281;  economics 
and  sociology,  234;  electrical  engineer- 
ing, 264  (Lab.  321);  English,  215; 
entomology,  280:  farmers'  institutes. 
282 ;  geology  and  mining.  243 ;  German, 
222 ;  history  and  political  science,  225 ; 
horticulture,  278 ;  law,  296 ;  mathematics 
and  astronomy,  223 ;  mechanical  en- 
gineering, 262  (Lab.  319)  ;  military 
science  and  tactics,  233,  254;  modern 
languages,  220;  philosophy  and  ped- 
agogy, lOi.  245;  physics.  251;  plant 
pathology,  252;  romance  languages, 
252;  veterinary  science,  279. 


INDEX. 


551 


Dinsmore,  A.  W.,  mentioned  86,  103,  107, 

118;  sketch  of,  385. 
Dinwiddle,  R.  R.,  173,  275.  279!,  285. 
Discipline,  124,  163,  182. 
Donaghey,  G.  W.,  sketch  of,  358. 
Dormitories,  118,  348. 
Doyne,  J.  J.,  sketch  of,  360. 
Dowdy,  J.  J.,  sketch  of,  255,  360.  458. 
Droke,  G.  W.,  mentioned   112,   199,  223; 

sketch  of,  455. 
Dunn    B.    J.,    mentioned    151.    196,    223; 

sketch  of,  457. 

Eagle,  J.   P.,  mentioned   119;   sketch  of, 

361. 
Economics,  department  of,  234. 
Edgar,   Col.   Geo.    M.,   mentioned    i2gfi; 

sketch  of.  427. 
Edmiston,  H.  B.,  mentioned  iii,  221,  248; 

sketch  of,  458. 
Education,   sketch  of,   iiff;   higher,    I9ff. 

21  ff;  agricultural,  s^fl. 
Edward    Howard,    mentioned    132,    215. 

226;  sketch  of,  458. 
Elective  System,  162. 
Endowment,     administration     of,     yjff; 

investment  in   Fayetteville  and  Wash- 
ington County  bonds,  8off,  88;  present 

status:  of,  88,  161,  296. 
Engineering.  College  of,  257. 
Engineering,    civil,    department   of,   264; 

electric,  264;  mechanical.  262. 
English,   department  of.  215. 
Entomology,  department  of,  280. 
Entrance  requirements,  97,  lOi,  163,  178, 

185,  307- 
Experiment  Station,  283. 
Expression,  211. 

Faculty,    93-6.     11  iff.    Ii9ff,     143;    great 

breach   in,    I23ff,    i3off. 
Fayetteville.   mentioned  58ff.  62f;   bonds 

of,  8iff,  86ff ;  influence  of  on  university, 

Il8f. 


Federal  Government  in  relation  to  educa- 
tion ;  Elementary,  I3f,  21 ;  Seminary 
grant.  2iff ;  College  land  grant  of  1862, 
33f;  bill  for  before  Congress,  35f; 
vetoed,  36f ;  passed,  38 ;  analysis  of,  38ff. 

Fertig.  J.  W.,  mentioned  151,  227. 

Finances,  80,  104,  Ii2f,  135,  145,  154. 
161,  175. 

Fishback,  W.  M.,  mentioned  140;  sketch 
of,  362. 

Fisher,  Isaac,  mentioned  307.  310;  sketch 
of,  461. 

Fraternities,  i63f,  i8of;  Kappa  Alpha, 
336;  Kappa  Sigma,  335;  Pi  Kappa 
Alpha,  3S7;  Sigma  Alpha  Epsilon,  336; 
Sigma  Chi,  337 ;  Sigma  Xu,  339 ;  Sigma 
Phi  Epsilon,  337. 

Futrall,  J.  C.  mentioned  151,  213,  335; 
sketch  of,  461. 

Futrall,  T.  A.,  mentioned  227;  sketch 
of,  387. 

Garland,  A.  H.,  mentioned  108,  116,  300; 

sketch  of,  363. 
Garland   Society,  326. 
Gates.  X.  P.,  mentioned  88,  96,  97,  109, 

io8f.  III,  120,  94,  231,  245,  301;  sketch 

of,  421  ;  administration  of,  93ff,  96. 
Gladson,  W.  X.,  mentioned  151,  252,  265; 

sketch  of,  462. 
Goodwin,  W.   S.,  mentioned  336;  sketch 

of.  388. 
Gordon.  J.   B..  mentioned   in,  221,  262; 

sketch  of.  463. 
Gorton.  Mary  R..  mentioned  93.  94f,  113; 

sketch  of,  464. 
Government,  105,  119. 
Graduate  work,  203! 
Grady  Societj-,  327. 
Gray  Hall,   loi. 
Gray,  O.  C,  mentioned  20.  95.  iii.  113. 

116,    143.    22:i.    248.    255,    262;    sketch 

of,  466. 
Greever.    G.    G..   mentioned   216;    sketch 

of,  467. 


552 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Gregg,  Lafayette,  mentioned  53,  58,  64, 
65,  67,  86,  103;  sketch  of,  389. 

Gunter,  T.  M.,  mentioned  65,  67,  119, 
233 ;  sketch  of,  390. 

Hamby,  C.  C.,  mentioned  87 ;  sketch  of, 

391. 
Harchingay,  R.  E.,  mentioned  262. 
Harris,  Sarah  E,  mentioned  iii,  112,  215, 

226. 
Hartzog  H.  S.,  mentioned  159;  adminis- 
tration of,  159;  sketch  of,  433. 
Harvey,   F.   L.,   mentioned  95,    102,    in, 

113,    237,    241-3,    251,    3i7f,    321,    334; 

sketch  of,  468. 
Hatch  bill,  283! 
Herbert,  R.  O.,  sketch  of,  393. 
Hewitt,  J.  L.,  mentioned  172,  279;  sketch 

of,  470. 
Hill,    Gen.    D.    H.,   mentioned    108,    109, 

113,  116,  119,  i2off.  III,  231,  24s;  sketch 

of,  424;  administration  of,  11  iff;  under 

fire,  I22ff;  retirement,  126. 
History,  department  of,  225. 
Holcombe,  Miss  Jobelle,  mentioned  216; 

sketch  of,  471. 
Honor   System,  335. 
Hooper,   V.    A.,   mentioned  281 ;    sketch 

of,  472. 
Hornor,  J.   Lyford,   mentioned  255,   151. 
Houghton,  C.  E.,  mentioned  151,  159,  263; 

sketch  of,  473. 
Howe,  E.  G.,  mentioned  "^2,  255. 
Howell,  J.   F.,  mentioned   132,    195,  227, 

231,  245;  sketch  of,  474. 
Hughes,  Simon  P.,  sketch  of,  365. 

Johnson,   J.    AI.,   mentioned    107 ;    sketch 

of,  396. 
Johnson,  W.  S.,  mentioned  159,  246,  250; 

sketch  of  475. 
Johnston,  Joseph  E,  108. 


Jones,  D.  E.,  mentioned,  107;  sketch  of, 

394. 
Jones,  Daniel  W.,  sketch  of,  366. 
Jones,  Gustave,  sketch  of,  397. 
Jones,  J.  W.,  sketch  of,  399. 
Jordan,  Junius,  mentioned  151,  246,  256, 

Kerr,  C.  V.,  mentioned  143,  263;  sketch 

of  477. 
Kesee,    J.    W.,    mentioned    140;    sketch 

of,  400. 
Knott,    V.    P.,    mentioned    264;    sketch 

of,  479. 
Kuykendall,  J.  W.,  mentioned   151,   192, 

327;   sketch  of,  480. 

Laboratories,  3i8f. 
Lake,  M.   F.,   loi,   103. 
Land  Grants : 

Seminary,    21  ff;    to    Arkansas,    22ff; 

administration  of,  23ff;  in  other  states, 

28;  act  of  1862,  33fT;  analysis  of,  38ff; 

Arkansas  accepts,  243!?. 
Lane,  A.  V.,  112,  262;  sketch  of,  481. 
Langford,  W.  H.,  mentioned  227;  sketch 

of,  401. 
Law,  department  of,  296. 
Lee  SocietJ',  327. 
Lenton,  W.,  mentioned  172,  279;  sketch 

of,  482. 
Lentz,  Max,  172,  222;  sketch  of,  484. 
Leverett,  C.  H.,  mentioned  93-4,  in,  112, 

132,  211,  221,  226;  sketch  of,  486. 
Lewis,    A.    F.,    mentioned    2.2"] ;    sketch 

of,  487. 
Library,  313. 
Literary     Societies,     origin,     loi,     118; 

history  of,  325. 
Little,  J.  S.,  sketch  of,  366. 
Location  of  University : 

Act  of  legislature  on,  49^,  57^;  report 

of    committee    on,    59ff;    Washington 

County  selected,  61  f;   lack  of  interest 

in,  64ff;   Pulaski  County  seeks,  67f. 


INDEX. 


553 


Marinoni,  Antonio,  mentioned   172,  216, 

222;  sketch  of,  488. 
Martin,     Joseph     W.,     mentioned     119; 

sketch  of,  402. 
Mathesian  Society,  325. 
Mcllroy,  Wm.,  mentioned  64,  70;  sketch 

of,  403. 
McLean,  S.  J.,  mentioned  151,  227,  234; 

sketch  of,  490. 
McNeil,  J.  F.,  mentioned   143,  241,  278. 
Medicine,  School  of,  295. 
Meek,  S.  E.,  mentioned  243. 
Menkee,  L.  E.,  mentioned  143.  151,  238, 

252,  271  f,  277,  280,  285;  sketch  of,  48, 

301. 
Miller,  H.  A.,  mentioned  57,  62,  59,  69, 

234- 
Miller,  W.  R.,  mentioned   109,   116,   118, 

119;  sketch  of,  367. 
Mitchell,  J.  C,  mentioned  254,  273.  296f ; 

sketch  of,  404. 
Mitchell,   James,    mentioned    20,   66,   95, 

140;   sketch  of,  494. 
Montgomery,  W.  A.,  mentioned  213. 
Morrill,  J.  S.,  mentioned  35,  2,7'  4i-  I04- 
Morrow,  H.   E.,  mentioned  238;   sketch 

of,  497- 
Muckenfuss,  A.  M.,  mentioned  154,  172, 

238;  sketch  of,  498. 
Murphy,  Gov.  Isaac,  mentioned  I7f,  43f. 
Murfee,  E.   F.,  mentioned   132,   139,  223. 

231,   234,  245,   348;   sketch  of,  429. 
Museum,  317. 
Music,  department  of,  208. 

Nelson,     Martin,     mentioned     173,    281 ; 

sketch  of,  499. 
Nelson,  R.  J.,  mentioned  172,  277;  sketch 

of,  500. 
Newman,    C.    L.,    mentioned    275,    277; 

sketch  of,  501. 
Norgord,    C.    P.,    mentioned    172,    281 ; 

sketch  of,  503. 


Norton,  J.  H.,  mentioned  160,  280. 

Normal,  courses  in,  205. 

Normal,  Branch  at  Pine  Bluff,  51,  299. 

Olney,  L.  S.,  mentioned  265 ;  sketch  of, 
504. 

Pace,  Alice,  295. 

Parsons,  L.,   159,  255. 

Peale,  Geo.  M.,  mentioned  152. 

Pearce,    N.    B.,    mentioned   95,    96,    223, 

263;  sketch  of,  506. 
Pedagogy,  department  of,  227. 
Peek,  G.  M.,  mentioned  263. 
Peel,  Sam.  W.,  mentioned  85. 
Periclean  Society,  327. 
Pharr.  H.   N.,   sketch  of,  406. 
Physical  Culture,  210. 
Pickel,  F.  W.,  mentioned  151,  241 ;  sketch 

of,  S08. 
Pittman,  J.  M.,  85. 
Pittman,  S.  P.,  sketch  of,  407. 
Political  Science,  department  of,  225 
Powers,  R.  B.,  mentioned  255. 
Prather,   A.    S.,   mentioned    57,   62,    70; 

sketch  of,  407. 
Preparatory  Department,  53,  134,  178,  192. 
Prizes,  273,  ZZZ- 
Publications,  331. 
Purdue,  A.  H.,  mentioned  i.tI,  243,  317; 

sketch  of,  509. 
Purinton,   Geo.   D.,   mentioned   132,   136, 

238,  241,  272,  274;  sketch  of,  512. 

Ramsey,  W.  A.,  mentioned  72,  192 ;  sketch 

of,  513- 
Randolph,  J.  H.,  mentioned  159,  223. 

Read,  W.  A.,  mentioned  151,  215. 
Reagon  Hugh,  mentioned  233. 
Reynolds,  J.  H.,  mentioned  159,  227,  233, 
342;  sketch  of  515. 


554 


HISTORY  OF  THE  UNIVERSITY  OF  ARKANSAS. 


Rheinhardt,  J.,  mentioned  222. 

Ripley,  G.  E.,  mentioned  172,  252:  sketch 

of,  517. 

Rose,  ,  253. 

Ross,  W.  A.,  mentioned  151,  255. 
Royston,  G.  D.,  mentioned  118,  237,  301; 

sketch  of,  410. 
Russell,  O.  F.,  mentioned  96,  in,  118. 
Rutherford,  J.  F.,  sketch  of,  411. 

Salaries,   104,   109,   144,   155,   161,   179. 
Sapphic  Society,  325,  328. 
Sarber,  John  N.,  mentioned  57,  62,   169. 
Schaffer,    H.,    mentioned    172,    252,    265. 

Schools,  early  in  Arkansas,   iiflf;  acad- 
emies   and    colleges,    19;    private,    12; 

public,  I3ff;  laws  concerning,  13,  I4flf; 

statistics    concerning,     i6f;    after    the 

war,  i7ff. 
Schoff,  G.  C.  mentioned  264. 
Schmolck,  Paul,  mentioned  160. 
Searle,   E.  J.,  mentioned  ^7,   100,  62.  70, 

100,  102 ;  sketch  of,  414. 
Searles,  Colbert,  mentioned  215. 
Seawell,  T.  M.,  sketch  of,  416. 
Seminary  Fund,  21  ;  history  of,  29f.     See 

land  grant. 
Short,  A.  K.,  mentioned  173,  280;  sketch 

of,  5^0. 
Simonds,  F.  W.,  mentioned  141,  241.  285, 

2S3',   sketch  of,   521. 
Smith,    Thomas,    mentioned    57 ;    sketch 

of,  368. 
Steel,   A.    A.,   mentioned    160,    172,   243; 

sketch  of,  525. 
Sororities : 

Chi    Omega.   3^0;    Pi    Beta    Phi,   341; 

Zeta  Tau  Alpha,  341. 
South.  J.  C,  sketch  of,  416. 
Standards,    115. 


Stinson,  J.  T.,  mentioned  175,  279;  sketch 

of,  527. 
St.  John's  College,  19,  95. 
Stone,  W.   P.,   151,  25s. 
Stroup,  Henry,  sketch  of,  418. 

Taff  case.  124. 

Taylor,   C.   M.,    140. 

Teller,  G.  L.,  mentioned  238,  275. 

Thomas,    D.    Y.,   mentioned   228;    sketch 

of,  529- 
Thompson,  T.  L.,  mentioned  94,  102,  237, 

271,  318. 
Thompson,   W.   E.,   mentioned   107,    118, 

301. 
Thurston.  Dr.  Richard,  94. 
Tillman,   John   X.,   mentioned   163,    i7of, 

199;   sketch  of,  435. 
Tourgee,  C.  H.,  172. 
Tovey,  H.  D.,  mentioned   172,  208,  347; 

sketch  of,  531. 
Tradwell.  J.  D.,  262. 
Tuition,  74,   155,   161,  175,  303. 
Twombly,  S.  S.,  mentioned  143,  238,  285. 
Tyler,  Mrs.  A.  M.,  196. 

University  : 

Attendance,  107,  121  ;  land  grant  of 
1862,  ^Tffi;  before  the  courts,  84fF; 
endowment,  77-91  ;  cosmopolitan  insti- 
tution planned,  53 ;  finances,  72 ;  first 
years  of,  loiff;  Hall,  102,  in;  govern- 
ment, I05ff;  location,  49,  Sifif,  62; 
organic  act,  44,  64;  organization,  69flF; 
seminary  grant,  2iflf :  search  for  a  presi- 
dent. io7ff;  and  the  state,  114;  sec- 
ondary schools,  117;  reorganized,  I3if. 

Vincenheller.  W.  G.,  mentioned  160,  276. 

Wade,  R.  X..  mentioned  172,  280. 
Walker,    Ernest,    mentioned     151,    279; 

sketch  of,  533- 
Walker,  David,  65,  67. 


INDEX. 


555 


Walker,  J.   D.,  65,  67. 

Walker,  P.  H.,  238. 

Wallace,    J    C,    mentioned    107;    sketch 

of,  419. 
Wannamaker,  O.  D.,  mentioned  172,  216; 

sketch  of,  535- 
Welch,  H.  M.,  112. 
Welch,  A.  S.,  95,  108. 
Welch,  W.  B.,  140,  248. 
Whitham,  J.  W.,  132. 


Willis,   R.   H.,   mentioned   133,    143,   211, 

215,  226;   sketch  of,  537. 
Wilson,  B.  N.,  mentioned  159,  263 ;  sketch 

of,  539- 

Yates,  Hazel  A.,  160,  208. 
Yates,  W.  N.,  sketch  of,  420. 
Yell,  Gov.  A.,  IS,  26,  34. 
Young,  P.  H.,  57,  62,  69,  70. 
Y.  M.  C.  A.,  117. 


THIS  EOOE  IS  DTTE  ON  THE  LAST  DATE 
STAMPED  BEIiOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


-^ — 144^ 


Fro 


,  Mi 


JAN    31  1947 


LD  21-100w-12,'43  (8796s) 


VD  0089"/ 


"7 


\ 


